2012-13 Secondary Handbook (Update 09/12) by The American International School of Rotterdam

The American International School of Rotterdam Secondary Handbook 2012 - 2013

Philosophy General Curriculum Information • Introduction • AISR Curriculum Model • Secondary Course Descriptions The Middle School Curriculum • Curriculum Introduction • Pathways 6-8 • Experiential Learning o o o

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Trips Seminar Exploratories

A Typical Middle School Day o o

Extra-Curricular Activities Tips from Students

The High School Curriculum • Curriculum Introduction • Grade 9 • Grade 10 • Grades 11/12: Introduction to the IB • Experiential Learning • Diploma Programs • Graduation Requirements • A Typical High School Day o o

Extra-Curricular Activities Tips from Students

Assessment Practices • Grading System • Grade Point Average (GPA) • Exams • Honor Roll • Class Rank • Standardized Testing • Reporting to Students and Parents Student Support Services • School Counseling • English as an Additional Language (EAL) • Learning Support • Library and Media Center • Medical Office School Policies • Academic Freedom • Course Changes • Incomplete Grades • Cheating/Plagiarism • Community of Respect (COR) • Prohibited at AISR • Attendance • Public Displays of Affection (PDAs) • School-Sponsored Events • Student Dress • Communication of Concerns and Questions • Equal Opportunity Statement • Visitors • AISR’s Golden Tech Rules (technology and electronic equipment)

AISR PHILOSOPHY The American International School of Rotterdam is committed to providing a high quality English language education. The curriculum is American in nature, modified to provide an international perspective, for students from a wide range of nationalities and cultural backgrounds. The School pledges to continuously strive for educational excellence with a focus on learning. As a community of learners, AISR is further committed to developing students who will interact positively with others. MIDDLE SCHOOL PHILOSOPHY The Middle School program at AISR is based on the unique needs and characteristics of young adolescents and recognizes the various rapid changes taking place. We strive to enhance students' motivation, skills, and creative thinking to prepare them for high school and beyond. HIGH SCHOOL PHILOSOPHY The High School program at AISR is designed so that students can be successful gaining admittance into university. We are a Global Issues school that works to develop internationally-minded students who are active in their local and world communities. AISR COMMUNITY OF RESPECT (COR) The American International of Rotterdam is committed to providing a caring, secure, positive and respectful environment in which students can learn and develop as individuals and where adults can help them to do so. AISR's Community of Respect (COR) actively supports all behaviors that enhance learning and support the development of healthy interpersonal relationships. AISR COR VALUES & GOLDEN RULES Show RESPECT for others Be CARING towards others Show RESPONSIBILITY with all your actions. COOPERATE with others at all times Show TOLERANCE in your actions towards others Be HONEST, tell the truth at all times Show APPRECIATION for AISR BELIEVE in yourself

EQUAL OPPORTUNITY STATEMENT No person shall, on the grounds of race, color, national origin, sex or handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity at AISR.

CURRICULUM INTRODUCTION The American International School of Rotterdam regards each student as an individual learner with particular strengths, talents, interests and aspirations, and our curriculum aims at educating the whole person. At AISR, we value the growth of the intellectual, artistic and creative as well as the physical and emotional dimensions. In addition to our academic programs, a range of stimulating activities both on and off campus provides opportunities for students to discover interests and life skills that go beyond the classroom. Students are thus encouraged to create, inquire, participate, perform, lead and produce, so broadening their own experience and understanding of themselves, each other and the world we share.

AISR CURRICULUM MODEL

AISR SECONDARY COURSE DESCRIPTIONS 2012-2013 ENGLISH ENGLISH The Middle School English program is focused on developing skills that enable students to be successful, confident readers and writers. In reading, students are exposed to a variety of literary genres, which foster growth in fluency, comprehension and critical thinking skills. At all levels, students are expected to increase their reading stamina; independent reading is a critical component of this goal. In writing, students work through a spiraled curriculum, which emphasizes both narrative and expository writing. English teachers model sound writing skills and strategies through a modified writer’s workshop centered on the 6+1 Traits of Writing (organization, ideas, sentence fluency, word choice, voice, conventions and presentation). The High School English program is designed to help students become increasingly independent learners. In each English course, students are introduced to a wide variety of texts that illuminate human experience. Texts are chosen to stimulate their interest and to develop their reading, writing, listening and speaking skills. Additionally, with a view to preparing students for the IB Extended Essay requirement, emphasis is placed on the research and writing process (note-taking, planning, writing, editing), as well as avoiding plagiarism (quoting, paraphrasing and source referencing). Course Name: English 6 - Cultures, Values and Beliefs Grade Level(s): 6 Prerequisite: n/a Credit: n/a Description: The objective of this course is for students to develop a life-long habit of effective reading and writing, by exploring various themes presented in the International Middle Years Curriculum. Everything in the IMYC is based on clearly defined learning goals and standards, which outline the knowledge, skills and understanding across all of the subjects, as well as the personal dispositions students need to develop through their middle years' experience. Connecting learning across disciplines to ensure our students get a deeper understanding of themselves, their English and Social Studies courses share many essential questions and skills to create Grade 6 humanities. In English 6, students will explore literature (fiction and non-fiction) through reading and writing in a variety of genres including novels, short stories, and poems. They will exhibit their understanding through narrative, literary, expository, and informational writing pieces, during skill-focused Writer's Workshops. The students will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. Through various themes ( Collaboration, Consequences, Adaptability, Risk, Structures ) students will experience both the "independence" of subjects and the "interdependence" of subjects. Essential Text(s): The Wonderful Wizard of Oz, Percy Jackson and the Lightning Thief, The Hunger Games, The Giver Course Name: English 7 – Conflict, Adversity and Change Grade Level(s): 7 Prerequisite: English 6 Credit: n/a Description: This course emphasizes the consolidation of the literacy, critical thinking, and communication skills necessary for success in academic and daily life. Connecting learning across disciplines to ensure our students get a deeper understanding of themselves, their English and Social Studies courses share many essential questions and skills to create Grade 7 humanities. The student will continue to develop their power of self-expression, focusing on oral communication skills and increasing their knowledge of the effects of verbal and non-verbal behaviors in oral communication. The course of study will cover a variety of fiction, non-fiction, poetry, and media texts; students will learn ways to approach each text with emphasis on analysis. Knowledge of the impact of media on public opinion will be introduced. The students’ development of writing style, knowledge of grammar, and independent thought will also have primary focus. Essential Text(s): The Boy in the Striped Pajamas, The Diary of Anne Frank, The House on Mango Street, Macbeth by William Shakespeare, and Macbeth and All That. Poetry on course themes by Langston Hughes and Emily Dickinson.

Course Name: English 8 – Social Justice Grade Level(s): 8 Prerequisite: English 7 Credit: n/a Description: English 8 will continue building language skills while discovering more about individual identity and our surroundings. Connecting learning across disciplines to ensure our students get a deeper understanding of themselves, their English and Social Studies courses share many essential questions and skills to create Grade 8 humanities. This course explores fiction and non-fiction literature in variety of genres to expose the student to variety of thought and concepts for self-discovery. Demonstration of correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking will continue to be of importance. Students will learn and practice the full writing process, encompassing narrative, literary, expository, and informational forms, with particular attention to analysis. Literary analysis becomes increasingly important in preparation for the transition to high school. Essential Text(s): Fahrenheit 451, The Outsiders, Marching for Freedom, Lord of the Flies; Daybook of Critical Reading and Writing Course Name: English 9/10 - American Literature (offered in alternate years) Grade Level(s): 9/10 Prerequisite: English 8/9 according to student’s grade level Credit: 1 Description: The AISR literature and history courses are combined at the 9/10 level into the humanities with joint themes surrounding the role mass communication and narrative play in building national and individual “identities” via the guiding themes and questions: How do you build a community and a nation? What is liberty? What is tyranny? What are the limits on freedom within a democracy? How do citizens come to be alienated people within a democracy? What are fundamental civil rights? This course emphasizes the consolidation of the literacy, critical thinking, classroom oracy, and other communication skills necessary for success in academic and daily life. Students will analyze the content, form, and style of fiction, non-fiction, speeches and other works from the United States from colonial to contemporary time, across a variety of literary genres. The student will critique the writing of peers and professionals using analysis to improve writing skills. The student will continue to build research skills by crediting sources and presenting information in a format appropriate for content. An important focus will be on establishing appropriate voice and using language with precision and clarity in appropriate contexts. Grammar awareness and vocabulary will be expanded as the student presents, writes, and edits materials. Essential Texts: Literature and Integrated Studies: American Literature; Of Mice and Men; The Crucible; The Bean Trees; works by Langston Hughes, Nikki Giovanni, Henry David Thoreau, Ralph Waldo Emerson, Emily Dickinson, Robert Frost and Thomas Paine; The Declaration of Independence; and a variety of contemporary fiction and non-fiction texts. Course Name: English 9/10 - World Literature (offered in alternate years) Grade Level(s): 9/10 Prerequisite: English 8/9 according to student’s grade level Credit: 1 Description: The AISR literature and history courses are combined at the 9/10 level into the humanities with joint themes surrounding the role mass communication and narrative play in building national and individual “identities” via the guiding themes and questions: Displaced families and individuals- Whose home is it anyway?; The bullying mentality: Whose voice is heard?; Literature of war/post war: How does conflict shape individuals, landscapes, and societies?; Utopian/DystopianWhat do we dream? What do we fear? What kind of future do we seek? This course emphasizes the consolidation of the literacy, critical thinking, classroom oracy, and other communication skills necessary for success in academic and daily life. Students will analyze the content, form, and style of fiction, non-fiction, speeches and other works from around the world and across a variety of literary genres. Students will critique the writing of peers and professionals using analysis to improve their writing skills and style. Students will gain skills to help them master content for higher level course exams including, but not limited to: International Baccalaureate, Advanced Placement, TOEFEL, and IGCSE exams. An important focus will be on establishing appropriate voice and using language with precision and clarity in appropriate contexts. Grammar awareness and vocabulary will be expanded as the student presents, writes, and edits materials. The role mass communication and narrative play in building national and individual “identities” will be considered via the guiding themes and questions: Displaced Families- Whose home is it anyway?; The bullying mentality: Whose voice is heard?; Literature of War/Post War: How does conflict shape individuals, landscapes, and societies?; Utopian/ Dystopian- What do we dream? What do we fear? Essential Texts: Cry the Beloved Country, Night, 1984, Brave New World, among a variety of fiction and non-fiction texts. William Shakespeare’s Romeo and Juliet: text, classic and contemporary film versions. 5

The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration. Course Name: IB Language A Literature SL/HL Year 1 and 2 Grade Level(s): 11 - 12 Prerequisite: English 10/Dutch 10/ Teacher recommendation Credit: 1 Description: The IB English/Dutch A Literature course aims to promote an appreciation of the wealth and subtleties of the language and to lead to an awareness of linguistic structures. Through the study of 10 (SL)/13(HL) works of literature over 2 years, this course seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of argument and to assist in the understanding of both oral and written discourse. The program encourages the development of an appreciation of literature and a knowledge of the culture of the student’s own society and that of other societies. In view of the international nature of the International Baccalaureate, the program does not limit the study of literature to the achievements of one culture. Through the study of World Literature, which is a central and integral part of the program, the student may gain a broadened and international perspective of literature and human thought. Essential text(s): Tyson, H. and Beverley, M.; IB Diploma Programme. English A: Literature, course companion; Oxford University Press, 2011. Other Language Options Students may elect to study a ‘first’ language as a ‘self-taught’ candidate (SL). In this case, additional rules apply. AISR will advise the student/family on acquiring the necessary materials and inform them of IB requirements, however, it is the student’s responsibility to obtain the necessary books and keep up with the workload. In addition, the family is responsible for securing and paying for the teacher and the necessary materials. Please contact the IB Coordinator in order to discuss the feasibility of this option. WORLD LANGUAGES The World Languages program aims to equip students with the skills that enable them to communicate effectively, both linguistically and culturally, in more than one language. A sequential program of language instruction meets the varied learning styles of our students and prepares them for further language acquisition in university/college. Study of culture is an integral part of the curriculum. The language program should: • Enrich the students' intercultural learning experience at the school. • Provide students with practice in the four basic skills (listening, speaking, reading and writing) to allow for accuracy in communication. • Encourage creative, personalized expression in a foreign language. • Accommodate a variety of learning styles by providing activities for visual, auditory and kinesthetic learners. • Incorporate higher-order thinking skills by providing meaningful, authentic experiences in the language. • Give students a sense of accomplishment, success and enjoyment. Course Name: Beginning Languages (Dutch, French, Spanish) Grade Level(s): 6-8 Prerequisite: None Credit: n/a Description: Beginning Languages is a course designed for students with little or no background in the language. During this course the students will be studying the language by developing listening, speaking, reading and writing skills. The course combines a topic and situation-based approach with a structural and grammatical progression. Students will acquire vocabulary to enable them to understand simple oral and written messages as well as to participate in basic conversations. Valuing cultural diversity and using a non-judgmental approach to understanding other cultures will be emphasized.

Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 1; ThiemeMeulenhoff, 2002. Eenvoudige grammatica NT2, Toorn-Schutte, Boom, 2006. Dutch Language, Temminck and de Vries. French: Equipe nouvelle 1; Oxford University Press, 2005. Extra 1; Hachette, 2002. Bien joué 1; Hachette, 1999. Exercices de grammaire en contexte (niveau débutant); Hachette, 2000. Spanish: Ven Conmigo 1 with workbook Course Name: Intermediate Languages (Dutch, French, Spanish) Grade Level(s): 6-8 Prerequisite: End of year exam of beginning course. Credit: n/a Description: Intermediate Languages is a course designed for students who have the required proficiency to succeed at this level. The course expands on each of the four skills of listening, speaking, reading and writing developed in previous years of study, with a continuing emphasis on using the language in interesting and meaningful ways. It combines a topic and situation-based approach with a structural and grammatical progression. Listening and speaking skills are still emphasized but reading to elicit information and for personal enjoyment is developed. Writing is used to help with the learning process and to provide essential practice of key structures and vocabulary. Students will work towards interacting socially in an appropriate manner in the language. Upon completion of the course the student will be able to function in a variety of real-life situations and develop an understanding of the target culture. Additionally, the student will be able to express his or her own ideas in a creative and spontaneous manner, both orally and in writing. Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 2 and 3; ThiemeMeulenhoff, 2002. Eenvoudige basisgrammatica NT2, Toorn-Schutte, Boom, 2006. French: Equipe nouvelle 2; Oxford University Press, 2005. Extra 2; Hachette, 2002. Bien joué 2; Hachette, 1999. Exercices de grammaire en contexte (niveau intermédiaire); Hachette, 2000. Spanish: Ven Conmigo 1 with workbook Course Name: Advanced Languages (Dutch, French, Spanish) Grade level(s): 6-8 Prerequisite: End of year exam for intermediate course. Credit: n/a Description: Advanced Languages is a course designed for students who have the required proficiency to succeed at this level. The emphasis of the course is on communication and interaction with the main goal of preparing the students to use the language appropriately in a range of situations and contexts * for a variety of purposes. The skills of listening, speaking, reading and writing are developed equally through integrated activities involving communication and interaction with a wide range of authentic oral and written texts of different styles and registers. Both teacher and student will mainly use the target language as the medium of communication. Native and near native students enrolled in this course will be provided with differentiated material according to the individual needs of the student(s). Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 3-4, ThiemeMeulenhoff, 2002. Nederlands in Hoofdlijnen, Boom 2005. French: Equipe nouvelle 3; Oxford University Press, 2005. Extra 3; Hachette, 2002. Bien joué 3; Hachette, 1999. Exercices de grammaire en contexte (niveau avancé); Hachette, 2000. Spanish: Ven Conmigo 2 with workbook; Repaso workbook

Course Name: Middle School English as an Additional Language (EAL) Immersion Grade Level(s): 6-8 Prerequisite: EAL department recommendation Credit: n/a Description: This course is an intensive beginning English course designed for new students with limited English in grades 6 through 8. Students spend 60 minutes every day in class learning the language of English. They are taught “survival” vocabulary and the language structures to help them learn the social language and vocabulary needed to communicate effectively. Students will develop the speaking, reading and writing skills in English that are essential for success in other courses. Students in the immersion program attend regular grade level classes with modifications and support to help them cope with the content. Students are given a letter grade in this course and either a pass/ fail grade or modified letter grade in grade level classes until their English is proficient enough for grade level assessment. Essential Text(s): Postcards, B.Abbs, C. Barker,and I. Freebairn, Pearson Education copyright 2008. Course Name: Middle School English as an Additional Language (EAL) Support Grade Levels: 6-8 Prerequisite: EAL department recommendation Credit: n/a Description: Middle School EAL has the dual focus of developing English language skills and providing support for content classes. Students are taught the academic language and skills needed for success in their classes. Reading strategies, writing skills, grammar and sentence structure are taught in the context of content instruction. The EAL instructor is in close contact with the students’ classroom teachers in order to meet specific needs. The program works with a variety of methods and strategies to help individual students develop academic English and achieve success in their classes. Essential Text(s): as per content courses Course Name: Beginning Languages (Dutch, French, Spanish) Grade Level(s): 9-12 Prerequisite: None Credit: 1 Description: Beginning Languages is a course designed for students with little or no background in the language. During this course the students will be studying this language by developing listening, speaking, reading and writing skills. The course combines a topic and situation-based approach with a structural and grammatical progression. Students will acquire vocabulary to enable them to understand oral and written simple messages as well as to participate in basic conversations. Valuing cultural diversity and using a non-judgmental approach to understanding other cultures will be emphasized. Upon completion of the course the student will be able to function in a variety of real-life situations and develop an understanding of the target culture. Additionally, the student will be able to express his or her own ideas in a creative and spontaneous manner, both orally and in writing. Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 1/2; ThiemeMeulenhoff, Utrecht/Zutphen, 2002. Nederlands in hoofdlijnen, Wolters-Noordhoff, 2005. French: Méthode de Français, Campus 1, CLE International, 2002. Exercices de grammaire en contexte (niveau débutant); Hachette, 2000. Spanish: Ven Conmigo 1 with workbook Course Name: Intermediate Languages (Dutch, French, Spanish) Grade Level(s): 9-12 Prerequisite: End of year exam of beginning course. Credit: 1 Description: Intermediate Languages is a course designed for students who have the required proficiency to succeed at this level. The course expands on each of the four skills of listening, speaking, reading and writing developed in previous years of study, with a continuing emphasis on using the language in interesting, meaningful ways. The course combines a topic and situation-based approach with a structural and grammatical progression. Listening and speaking skills are still emphasized but reading to elicit information and for personal enjoyment is developed. Writing is used to help with the learning process and to provide essential practice of key structures and vocabulary. Students will work towards interacting socially in an appropriate manner in the language. They should be able to function in a variety of real life situations in the target language and culture and express their own ideas in creative and spontaneous ways both orally and in writing.

Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 2/3; ThiemeMeulenhoff, Utrecht/Zutphen, 2002. Nederlands in hoofdlijnen, Wolters-Noordhoff, 2005. French: Campus 1/Campus 2, CLE International, 2002. Exercices de grammaire en contexte (niveau débutant/intermédiaire); Hachette, 2000. Spanish: Ven Conmigo 1 with workbook Course Name: Advanced Language (Dutch, French, Spanish) Grade level(s): 9-12 Prerequisite: End of year exam of intermediate course. Credit: 1 Description: Advanced Language is a course designed for students who have the required proficiency to succeed at this level. The emphasis of the course is on communication and interaction with the main goal of preparing the students to use the language appropriately in a range of situations and contexts, and for a variety of purposes. The skills of listening, speaking, reading and writing are developed equally via integrated activities involving communication and interaction with a wide range of authentic oral and written texts of different styles and registers. Both teacher and student will mainly use the target language as the medium of communication. We strive to meet the needs of (near) native speakers of the language, and differentiate as much as possible according to the individual needs of the students. Essential Text(s): Although authentic materials (radio, television, magazines, internet) will be used whenever possible and the following: Dutch: Zebra 3/4; ThiemeMeulenhoff, Utrecht/Zutphen, 2002. Nederlands in hoofdlijnen, Wolters-Noordhoff, 2005. French: Campus 2/Campus 3, CLE International, 2002. Exercices de grammaire en contexte (niveau intermédiaire/avancé); Hachette, 2000. Spanish: Ven Conmigo 2 with workbook; Repaso workbook The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration. Course Name: IB Language B Spanish/ French/ Dutch B SL/HL Grade Level(s): 11 - 12 Prerequisite: Language 10/ Teacher recommendation Credit: 1 Description: The IB Language B program is a foreign language-learning program designed for study at both Higher and Standard Levels by students with previous experience in learning the target language. The program meets the needs of IB students who have studied the target language for three to five years immediately prior to the beginning of their IB language course. However, a highly motivated and exceptional student, especially if he/she can arrange to study in a country where the language is spoken over the summer, may also be able to follow the Language B course at Standard Level. The focus of this program is on language acquisition and on awareness of the cultures of the target language. The aim of the program is to give students the opportunity to reach a high degree of competence in the target language and to develop an appreciation and awareness of the cultures where the language is spoken. Authentic materials will be used to integrate the language skills of reading, writing, listening and speaking. The continuous assessment of oral work is integrated into regular classroom activities. The teaching of an appropriate range of grammatical structures is also integrated as far as possible with the study of themes, texts and the acquisition of language skills. Authentic materials, such as television, films, documentaries, newspapers and magazines (as well as literary texts for HL), are used wherever possible and students are given maximum exposure to the target language. Essential text(s): Diploma Programme, Language B Guide, First examinations 2013; International Baccalaureate Organization, 2011.

Course Name: IB Language Ab Initio French, Spanish (online), Mandarin (online) Grade Level(s): 11 – 12 Prerequisite: No previous study of the target language Credit: 1 Description: The Ab Initio language course is a two-year, IB Standard Level Program for students who have no previous experience of learning the target language. The approach is communicative in that it focuses principally on interaction between speakers and writers of the target language. The main aim of the program is to prepare the learner to use the language appropriately in a range of situations and contexts and for a variety of purposes. Equal emphasis will be given to the teaching of the language skills of listening, speaking, reading and writing. An additional aim is for students to develop an awareness of the cultures of the countries of the language studied. Essential text(s): Diploma Programme, Language Ab Initio Guide, First examinations 2013; International Baccalaureate Organization, 2011. Course Name: High School English as an Additional Language (EAL) Grade Levels: 9-12 Prerequisite: EAL department recommendation Credit: n/a Description: The High School EAL course is designed to provide students with academic English instruction and to provide support for content classes. Students receive services in a small group history class. Students develop the academic English skills of speaking, listening, reading, and writing. Students’ individual needs are addressed and targeted through a variety of instructional methods. Students who need to pass the TOEFL exam receive instruction and strategies to meet this goal. In addition, students receive support with the more difficult and complex work of their high school classes. MATHEMATICS Central to the philosophy of the Mathematics department is the belief that all students are capable of, and can profit from, learning significant mathematical concepts, skills and techniques. Each course aims to help students see the relationship between mathematics and the world around them. With this in mind, students will acquire a unique set of tools to understand and make changes to the world they live in. Through active involvement and group cooperation during their learning, they will acquire logical reasoning, problem solving skills, and the ability to think in abstract ways, all important skills for living and participating in today’s world. Course Name: Mathematics Connections 1 Grade Level(s): 6 Prerequisite: None Credit: n/a Description: The Treasure of Tragon lies somewhere in the wilderness around the ruins of the ancient city of Tragon. Two scrolls have been discovered and hold the clues you need to find the treasure! Will your team be able to decipher the clues and follow the map to find the treasure or will another team beat you to it! Students in this course will learn to use new models and methods to think about and solve problems such as these and many others! Upon successful completion of this course students will be prepared for beginning Math Connections 2. Essential Text(s): CPM Making Connections, Course 1 Course Name: Mathematics Connections 2 Grade Level(s): 7 Prerequisite: C or better in Mathematics Connections 1 or equivalent; Teacher Recommendation. Credit: n/a Description: How much homework do you have each night? Some nights you may have a lot, while other nights you may have no homework at all. The amount of homework you have varies from day to day. Students in this course will be making connections, discovering relationships, figuring out useful strategies, and learning to use variables to represent situations such as this one as they prepare for Algebra 1. Upon successful completion of this course students will be prepared for beginning Algebra 1. Essential Text(s): CPM Making Connections, Course 2

Course Name: Foundations for Algebra Grade Level(s): 8 Prerequisite: Teacher Recommendation. Credit: 1 Description: Axel is getting his pig, Big Hamm, ready for the pig races at the county fair. Hamm's fast, but is he fast enough? By learning about rates of change, linear equations and graphical models, students in this class will be able to answer this, as well as many other questions. Students will also have an opportunity to review and strengthen the mathematics they have learned in preparation for future courses. A major focus of the course is to develop multiple strategies to solve problems and to recognize multiple ways of understanding concepts. Upon successful completion of this course students will be prepared for beginning Algebra 1. Essential Text(s): CPM Foundations for Algebra Course Name: Algebra I Grade Level(s): 8, 9 Prerequisite: B- or better in Mathematics Connections 2 or equivalent; Teacher Recommendation Credit: 1 Description: How many striped bass are in the San Francisco Bay? How can this be measured? When will I be able to afford to buy that car? How many musicians and how many drums can you fit into one lift? In this course students will be formally introduced to a powerful set of mathematical tools called algebra. As a set of tools, algebra is the foundation of higher mathematics and the language of science. In fact, future courses will build from what you learn here. While students learn algebra, they will also become used to a new way of thinking: a way of investigating new situations, discovering new relationships, and figuring out what strategies can be used to solve problems. Upon successful completion of this course students will be prepared for beginning Geometry. Essential Text(s): CPM Algebra Connections Course Name: Geometry Grade Levels: 9, 10 Prerequisite: C or better in Algebra 1 or equivalent; Teacher Recommendation Credit: 1 Description: How does a kaleidoscope create the complicated, colorful images you see when you look inside? How can I build a tetrahedron with a circle? Where should I aim to sink the ball in the right pocket of the pool table? How high is the Eiffel tower? By studying transformations and symmetry, similarity, and right triangle trigonometry, as well as other topics, students in this class will be able to answer these, as well as many other questions! Upon successful completion of this course students will be prepared for beginning Algebra 2 or Algebra 2/ Trigononemtry Essential Text(s): CPM Geometry Connections Course Name: Algebra 2 Grade Levels: 9, 10 Prerequisite: Teacher Recommendation Credit: 1 Description: Lenny and George dream of raising rabbits and living off the land. If Lenny and George started with two rabbits, how many might they have in a few months? How long would it take for their population to double? Have you heard of the new Ď&#x20AC;Pod? It is selling like crazy, increasing by 15% each week! If 100 were sold in week 1, how long would it take before a million would be sold? You know that new super ball? How high would you think it would bounce on the tenth rebound? By studying exponential functions, sequences and series, as well as other topics, students in this course will be able to answer questions like this as well as others as they solidify key algebra skills. Upon successful completion of this course students will be prepared for beginning IB Math Studies (Year 1). Essential Text(s): CPM Algebra 2 Connections

Course Name: Algebra 2/Trigonometry Grade Levels: 9, 10 Prerequisite: B or better in Geometry or Algebra 1 or equivalent; Teacher Recommendation Credit: 1 Description: Dinah watched in horror as a cupcake sailed towards Jamal's head! Splat, right on top! From 20 feet away! How did that happen? Harold the High Diver is about to jump from the Ferris wheel into a small pool of water! Will he go splash or splat? By studying quadratic relationships, transformations of functions, and cyclic functions, students in this fast paced and rigorous course will be prepared to answer these questions as well as many others. Upon successful completion of this course students will be prepared for beginning IB Math SL/HL Year 1, or Pre-Calculus. Essential Text(s): CPM Algebra 2 Connections The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration. Course Name: IB Mathematical Studies I and II Grade Levels: 11 and 12 Prerequisite: C or higher in Algebra I, Geometry. Passing grade in Algebra II also strongly recommended. Teacher recommendation. Credit: 1 Description: Is that really a fair die? How can you tell? What’s up with Lewis Carrol and those strange word puzzles? How many cans would you need to build a pyramid that has 314 cans at its base. How is it possible that 20+12+7.2+… never gets bigger than 50? What's better, to win the lottery and take all the money right away, or to take 51% now and have the rest invested? In IB Math Studies students will learn about these ideas and many others as they build on their algebraic and geometric skills from previous classes. While this is an “entry level” mathematics course for the IB, this course requires significant dedication both inside and outside of class as well as proficiency with the core concepts and skills of algebra and geometry. This course gives students a solid foundation for entry level University math courses. The syllabus includes number sets and algebra, logic, probability, functions, geometry and trigonometry, statistics, financial mathematics, and introductory differential calculus. Students will also be taught to use a graphing calculator to solve various types of problems. Essential text(s): Various texts will be used as resources for the topics studied. Some titles included are: M. Coad, G. Whiffen, J. Owen, R. Haese, S. Haese, and M. Bruce, Mathematics for the International Student: Mathematical Studies SL, Haese & Harris Publications, 2005. L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Geometry Connections, CPM Educational Program, 2007. L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Algebra 2 with Trigonometry, CPM Educational Program, 2010. L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Pre-Calculus with Trigonometry, CPM Educational Program, 2009. Course Name: IB Mathematics Standard Level (SL) I and II Grade Levels: 11 and 12 Prerequisite: B or higher, in Algebra II/ Trigonometry and Geometry. Recommendation of teacher. Credit: 1 Description: How much better is it to compound interest daily than monthly? What if a bank would compound interest continuously! Would that be a good deal. And what’s up with this number e? How does a graphing calculator find the slope of a tangent line, and why would I care? How can you figure out the value of the sine of an angle other than those special ones? Isn’t there a faster way to add up the areas of all those little rectangles? Students in IB Math SL will address these questions and many more as they extend their knowledge of functions, trigonometry, statistics, probability, logarithms and matrices to include vectors and Calculus. Completion of this course meets the prerequisites for second semester Calculus at University level as well as prepares students for writing the IB Math SL examination. This course will require significant amounts of nightly homework as well as assignments that extend over breaks. High levels of organization, motivation, persistence, and a positive attitude towards academic challenges are requirements for success in this course.

Essential Text(s): Various texts will be used as resources for the topics studied. Some titles included are: J. Owen, R. Haese, S. Haese, and M. Bruce, Mathematics for the International Student: Mathematical SL, Haese & Harris Publications, 2005. Brown, Calculus, An Applied Approach, Larson & Edwards, L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Pre-Calculus with Trigonometry, CPM Educational Program, 2009 Course Name: IB Mathematics Higher Level (HL) Grade Levels: 11 and12 Prerequisite: A-, or higher, in Algebra II, Geometry, IB Math SL or Pre-Calculus. Recommendation of teacher Credit: 1 Description: Mathematics HL caters to students who are passionate about mathematics and who have had accelerated preparation prior to 11th grade. IB Math HL builds on the concepts and skills developed in IB Math SL, exploring concepts in greater depth, as well as introducing Differential Equations. Hence enrollment in IB Math HL at AISR is predicated on the completion of IB Math SL (both years) or an equivalent. This is a very fast paced course, covers an extensive amount of material, and requires deep fluency with prerequisite skills. This is not a course for the faint at heart. Students need to be willing and able to put in whatever time it takes to solve daunting problems. IB Math HL?-- you’ve got to really want it. This course is significantly more than first year Calculus at University level and well prepares students for writing the IB Math HL examination. Essential Text(s): Various texts and other sources of information will be used as resources for the topics studied. Some titles included are: M. Coad, G. Whiffen, J. Owen, R. Haese, S. Haese, and M. Bruce, Mathematics for the International Student: Mathematics HL, Haese & Harris Publications, 2005 J. Stewart, Calculus, Early Transcendentals, Thomson Brooks/Cole, 6th edition. L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Pre-Calculus with Trigonometry, CPM Educational Program, 2009. L. Dietiker, J. Kysh, B. Hoey, T. Sallee, CPM (College Preparatory Mathematics) Calculus, CPM Educational Program, 2010

MATH FLOW CHART

SCIENCE Todayâ&#x20AC;&#x2122;s world requires scientific and technological literacy. Technology and Science are interdependent and both are changing at an increasing rate. Knowledge of basic scientific principles and methods is required to address complex social and ethical issues. Using varied teaching techniques and an emphasis on laboratory work, the Science department provides students with the background necessary to view issues and events within a scientific context. Inherent in this process and in anticipation of further studies, the department facilitates the development of intellectual skills needed to address problems that future generations will encounter, e.g., management of natural resources, prevention of further environmental deterioration and development of new technology. At the Middle School level, the program follows an integrated approach, so that exposure to all strands within the field is provided each year. Once students enter the High School in grade nine, a specialized approach begins. Course Name: Science 6 Grade Level(s): 6 Prerequisite: None Credit: n/a Description: The sixth grade science course is an integrated science course transitioning students from 5th grade IPC units into subject specific science while using IMYC themes. Students begin the year reviewing the basic principles of science, scientific method and lab technique. Through out the year students apply their knowledge and skills through labs, creative projects and reports. The IMYC themes (such as Adaptability) incorporate Science specific content that includes: Scientific Basics; Investigating Water; Oil, Energy and Us; and Plants. Essential Text(s): A different Prentice Hall Science Explorer, as well as up-to-date online resources, text is used for each of the units covered. Course Name: Science 7 Grade Level(s): 7 Prerequisite: Science 6 Credit: n/a Description: The seventh grade science course is a lab based, integrated science course that allows students to explore the four main branches of science: Biology, Chemistry, Physics and Earth Science. Students begin the year reviewing the scientific method and applying this method to a topic of personal interest that culminates in a Science Fair project. Emphasis is placed on learning laboratory techniques. Units of study include: The Scientific Method, Rocks and Minerals, The Chemistry of Matter, Electricity and Microscopes and Cells. Essential Text(s): A different Prentice Hall Science Explorer text is used for each of the units covered. Course Name: Science 8 Grade Level(s): 8 Prerequisite: Science 7 Credit: n/a Description: Science 8 is designed to build upon prior knowledge and scientific skills learned in Science 6 and Science 7 while adding to the studentâ&#x20AC;&#x2122;s ability to critically analyze scientific data. Science 8 is an integrated science course. The units covered in the course are Astronomy, Sound and Light, Forces and Motion, and Chemistry. Science 8 is a lab-based course that is intended to prepare students for the rigors of high school science courses. Essential Text(s): A different Prentice Hall Science Explorer text is used for each of the units covered.

Course Name: Biology Grade Level: 9/10 and 11/12 as needed for graduation requirements Prerequisite: Science 8/9 according to student’s grade level Credit: 1 Description: Biology is the study of living organisms. The word biology comes from the Greek “bios” meaning life and “logos” meaning study. It ranges in scale from the molecular, through the cellular and the whole organisms, to the ecosystem and biosphere. Biological knowledge is increasing at an unprecedented rate. New techniques such as genetic modification and ecosystem modeling give us extraordinary new tools for understanding how the living world works, and for using that understanding for the good of all. This course is designed to prepare students for IB Biology. The exposure to all the Sciences in Grades 8-10 should allow students to select the best IB Science option for themselves. Topics and themes include: Nature of Life, Enzymes; Cells; Photosynthesis/Respiration; Genetics; Evolution; Classification; Humans and the environment. Essential Text(s): Jones, M. and Jones, G. (2010) IGCSE Biology Coursebook. Cambridge University Press. We also use the following as a classroom resource: Miller, K. and Levine, J (2010). Biology. Boston, MA, Pearson. Course Name: High School Chemistry Grade Level: 9/10 and 11/12 as needed for graduation requirements Prerequisite: Science 8/Biology 9 according to student’s grade level Credit: 1 Description: Have you ever wondered what you, your stuff, or the world around you are made of? Chemistry is the science that can answer your question! Chemistry is a science that studies matter, its composition and structure and properties and changes that occur in matter. What is matter? Every object that you can see around you is made of matter – including you. Without chemistry you would not be able have a thought, react on impulses, call your friends, have medicine, own jeans, have a warm house, or oxygen to breath. In fact, even Earth would not exist without chemistry. Chemistry is involved in your life all the time – you just may take for granted. During the HS Chemistry course you will learn the basic principles and laws of chemistry that are used to describe the world around us. Practical work is important part of the nature of chemistry and you will learn how to carry out experiments, collect and analyze data, and explain the results. Topics and themes include: Experimental Techniques, The Nature of Matter, Elements and Compounds, Metals, Chemical Reactions, Chemical Quantities, Electricity and Chemistry, and Organic Chemistry. Essential Text(s): Cambridge IGCSE Chemistry, Harwood, R. and Lodge, I., 3rd Ed., Cambridge University Press, 2010. The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration. Course Name: IB Physics SL/HL I and II Grade Levels: 11 and 12 Prerequisite: C+ or better in Algebra II; teacher recommendation Credit: 1 Description: Physics is the study of the interactions of matter and energy. Our goal is to use a small number of basic concepts, equations and assumptions to describe our physical universe. Once the descriptions are in place, the principles involved can be used to make predictions about a broad range of natural phenomena, ranging from the very common to the enormously obscure. The IB Physics course consists of core content, practical work and two options. HL students learn additional HL (AHL) material. In the first year of the IB Physics course, the main topics are: Mechanics, Waves, Electricity and Magnetism. In the second year, the main topics are Properties of Matter, Thermodynamics, and Modern Physics. Students also complete two “option” subjects. During the second year, students typically participate in the group 4 project, working with students from other science disciplines in a broad-based student-led investigation: this project develops collaboration and communication within a multi-disciplinary team. At both HL and SL, laboratory work and Internal Assessments (IAs) is given a high priority. Students design and conduct experiments throughout the two-year course. IAs will make up 24% of the students’ IB final grade.

IB Physics topics as mentioned in the syllabus are Physic and Physical Measurement, Mechanics, Thermal Properties of Matter, Oscillations and Waves, Electricity and Magnetism, Atomic and Nuclear Physics, Energy, Power and Climate Change and Digital Technology. Option topics are: Sight and Wave Phenomena, Quantum Physics, Digital Technology and Communications, Relativity and Particle Physics, Astrophysics, and Biomedical Physics. Please notice that some of the options are available for SL or HL only. Essential Text(s): SL: Physics for IB Diploma, Tsokos, K. A., Cambridge University Press, 2010; Standard level physics, Developed especially for IB Diploma, Hamper, C., Pearson Baccalaureate, 2009. HL: Physics for IB Diploma, Tsokos, K. A., Cambridge University Press, 2010; Higher level physics, Developed especially for IB Diploma, Hamper, C., Pearson Baccalaureate, 2009. Course Name: IB Biology SL/HL I Grade Level(s): 11-12 Pre-requisite: Biology 9/10 and Chemistry 9/10; Teacher recommendation Credit: 1 Description: This course follows the International Baccalaureate Organization’s Biology curriculum, and is offered at the Standard and Higher Levels. One of the experimental sciences within the IB program, Biology is the study of living organisms and systems. The course involves the study of a comprehensive set of biological themes and topics, as well as a practical scheme of work. The material is similar to that found in introductory biology courses at the university level. It is a thorough investigation of biological concepts, including cells, the chemistry of life, genetics, ecology and evolution, human health and physiology, and plant science. Emphasis is placed on laboratory investigations and interpretations, with assessment given by the instructor and the IB Organization. In Year two, the course is a continuation of the topics studied in IB Biology: Year One. The latter part of the second semester is devoted to reviewing for the IB Biology tests, taken in May. Essential Text(s): Standard Level/ Higher Level Biology Developed Specifically for the IB Diploma, A. Damon, R. McGonegal, P. Tosto, and W. Ward, Heinemann International copyright 2007. Biology Course Companion, Oxford University Press, 2007. Course Name: IB Chemistry SL/HL I and II Grade Levels: 11 and 12 Prerequisite: Biology 9/10 and Chemistry; teacher recommendation Credit: 1 Description: Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The IB Chemistry course consists of core content, practical work and two “options.” HL students learn also additional HL (AHL) material. In the first year of the IB Chemistry course, the main topics are: The Atomic Structure, Periodicity, Quantitative Chemistry and Chemical Reactions. In the second year, the main topics are: Acids and Bases and Organic Chemistry. Students also complete two “option” subjects. During the second year students typically participate in the group 4 project, working with students from other science disciplines in a broad-based student-led investigation: this project develops collaboration and communication within a multi-disciplinary team. At both HL and SL, laboratory work and Internal Assessments (IAs) is given a high priority. Students design and conduct experiments throughout the two-year course. IAs will make up 24% of the students’ IB final grade. IB Chemistry topics are Quantitative Chemistry, Atomic Structure, Periodicity, Bonding, Energetics, Kinetics, Equilibrium, Acids and Bases, Oxidation and Reduction, Organic Chemistry, Measurement and Data Processing. Option topics are: Modern Analytical Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicines and Drugs, Environmental Chemistry, Food Chemistry and Further Organic Chemistry. Essential Text(s): SL: Standard level chemistry, Developed especially for IB Diploma, Brown, C. and Ford, M., Pearson Baccalaureate, 2008. HL: Higher level chemistry, Developed especially for IB Diploma, Brown, C. and Ford, M., Pearson Baccalaureate, 2009.

SOCIAL STUDIES The study of history fires studentsâ&#x20AC;&#x2122; curiosity and imagination, moving and inspiring them with dilemmas, choices and beliefs of people in the past. As they develop an understanding of historical study, students are brought to ask and answer important questions, evaluate evidence, identify and analyze different interpretations of the past and learn to recognize any judgments they make. By developing a chronological overview of world history, they are able to make connections within and across different periods and places so as to build a better understanding of the forces of change and cause and effect. Geography is all around us: how and why places are different, the patterns created by the physical and the human world, and how they interact. Geography investigates the connections between people and their environment and how each affects the other. At the American International School of Rotterdam, the geography program aims to help students to understand the environment in which they live and to gain an appreciation for how other people in different environments live in contrasting parts of the world. This is achieved by examining a range of sources that can be used as tools, from maps and photographs to published data and news items. The interpretation and analysis of information leads students to realize that people live and adjust to many circumstances, that all are in a constant state of change, and the actions of each group of people may well influence the conditions of others somewhere else in the world. Course Name: Social Studies 6 - World Cultures Grade Level(s): 6 Prerequisite: None Credit: n/a Description: The objective of this course is for students to develop an appreciation for the world in which we live and gain an understanding of the cultural universals that tie the people of the world together. Our emphasis in the Middle School is to connect learning across the disciplines to ensure our students get a deeper understanding of themselves and of the world in which we live. Thus, our English and Social Studies courses share many of their essential questions and skills, blending well together to create the Grade 6 Humanities. In Social Studies 6, students discover cultures from around the world and across time, through a study of cultural universals such as geography, culture, government, economy, and religion. Students will examine how the location of a culture determines the unique way in which the people of that culture live. To better understand the foundations of our modern world, we will also study the development of power and economic structures over time and in different civilizations, such as voting in Athenian democracy and bartering along the Silk Road in China. Lastly, our religions unit focuses on the common features of all religions, including rituals, rules for life, and basic tenets. This course provides students with the opportunity to develop essential research skills, learn to assess the value of primary and secondary sources, distinguish between fact and opinion, identify bias, and identify continuity and change over time. Our culminating project showcases what students have learned about what makes a culture unique. By integrating their knowledge of the cultural universals and their Social Science skills with their own insight, students create a unique culture of their own... a utopia in which they can display their understanding of what makes a culture. Essential Text(s): Geography and Its Tools, World Studies: The Ancient World, World Studies: Medieval Times- Pearson Prentice Hall Course Name: Social Studies 7 - World Geography Grade Level(s): 7 Prerequisite: Social Studies 6 Credit: n/a Description: In our World Geography course, students will build on previous knowledge gained during our study of cultures in Grade 6. Students examine our world using the five themes of geography: location, place, human-environment interaction, movement, and regions. Each quarter will focus in on several of these themes, as they apply to a specific region of the world. Topics of study include: Europe: Location, Place and National Identities; The Americas: Movement of Goods, People and Ideas; Asia: Regional Hot Spots and Human-Environment Interaction; and Africa: Place, Movement, and Development. As we study different regions of the world, students will continue to develop essential skills such as conducting ethical research, identifying bias, utilizing primary and secondary sources, communicating original thoughts effectively, interpreting graphic materials, and thinking critically.

Essential Text(s): Prentice Hall's World Explorer Series: Geography: Tools and Concepts; Europe and Russia; The United States and Canada; Latin America; Asia and the Pacific; Africa. Course Name: Social Studies 8 Grade Level(s): 8 Prerequisite: Social Studies 7 Credit: n/a Description: This course is called “Global Issues” and is designed to help students develop a global perspective on issues that relate to their daily lives and to their future. Historical and current data will be used to gain an understanding of the world. Active participation including discussion and debate will help with the development of critical thinking skills and the ability to express ideas supported by valid evidence. Topics include: Overpopulation, Sustainable Development, Interdependence, AIDS/ HIV, Poverty, Human Rights and Child Labor. Essential Text: Facing the Future: People and the Planet Course Name: United States History (offered in alternate years) Grade Level(s): 9/10 and 11/12 as needed for graduation requirements Prerequisite: Grade 8 Social Studies or equivalent Credit: 1 Description: During this one year course, students will study a selection of the following topics: A Collision of Cultures, The Enlightenment and the Revolutionary Era, The Constitution, Expansion, Reform and Constitutional Conflicts 1824-1860, The Civil War and Reconstruction 1860-1877, The Rise of Modern America 1870-1900, The Progressive Era, USA Boom and Bust, Troubled Times 1954-1974. There will be a focus on developing fundamental skills in historiography, critical thinking, historical analysis and writing skills. Students will be challenged to present arguments supported by evidence instead of repeating memorized facts. They will also be introduced to the idea that there are different historical interpretations. Essential Text(s): A History of the United States, Prentice Hall American Studies Album; American Voices: A History of the United States, Scott Foresman. A variety of primary and secondary texts and visuals are used in addition to these textbooks. Course Name: Modern World History (offered in alternate years) Grade Level: 9/10 and 11/12 as needed for graduation requirements Prerequisite: Grade 9 History or equivalent Credit: 1 Description: In Modern World History, students will study a selection of the following topics: A Study of Revolutions and the rise of the Nation State, Scientific and Technological Change in the Modern World, Imperialism, Decolonization and the Growth of Nationalism, U.S.A. Boom and Bust 1919-41, The Rise and Rule of the Nazis 1929-45, Causes and Events of World War II, The Rise of International Organizations and Movements, Cold War and Détente. There will be a focus on developing fundamental skills in historiography, critical thinking, historical analysis and writing skills. Students will be challenged to present arguments supported by evidence instead of repeating memorized facts. They will also be introduced to the idea that there are different historical interpretations. Essential Text(s): Issues in World History Globe Fearon , International Relations 1914-1995 (Oxford History); Our World This Century (Oxford History) The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration.

Course Name: IB History SL/HL I and II Grade Level(s): 11 and 12 Pre-requisite: Modern World History 10 or equivalent Credit: 1 Description: The IB History course involves a study of various topics in depth from the 20th century. Students should become aware that historical accounts involve judgments based on qualitative evidence, and that these judgments might be revised. The student will be encouraged to reflect on the role of the historian and to examine whether the historian records history or creates it, and whether or not bias is desirable in the interpretation and recording of history. Thus, students will learn how to examine and understand documents, write analytical essays and compare and contrast global situations. The latter helps to foster respect and understanding of people and events in cultures different from their own. Essential Text(s): AISR has compiled an impressive collection of primary and secondary sources in a variety of formats. IB History students use a variety of sources for each unit within the two-year course. Course Name: High School English as an Additional Language (EAL) World History Grade Levels: 9-12 Prerequisite: EAL department recommendation Credit: 1 Description: The High School EAL World History course is designed to provide students receiving EAL services a World History course taught in a modified and concise manner to meet their language needs. In this small group environment, students will continue to develop the necessary academic English skills of speaking, listening, reading, and writing along with the historical content required by the course. Studentsâ&#x20AC;&#x2122; individual needs are addressed and targeted through a variety of instructional methods. Students who need to pass the TOEFL exam receive instruction and strategies to meet this goal. In addition, students receive support with the more difficult and complex work of their other high school classes. Course Name: High School English as an Additional Language (EAL) American History Grade Levels: 9-12 Prerequisite: EAL department recommendation Credit: 1 Description: The High School EAL American History course is designed to provide students receiving EAL services an American History course taught in a modified and concise manner to meet their language needs. In this small group environment, students will continue to develop the necessary academic English skills of speaking, listening, reading, and writing along with the historical content required by the course. Studentsâ&#x20AC;&#x2122; individual needs are addressed and targeted through a variety of instructional methods. Students who need to pass the TOEFL exam receive instruction and strategies to meet this goal. In addition, students receive support with the more difficult and complex work of their other high school classes.

PHYSICAL AND HEALTH EDUCATION Physical and Health Education is an integral part of the total education program at AISR because it offers a unique contribution in the development of knowledge, understanding and positive attitudes concerning human movement, growth and development. The primary purpose of the program is to foster moving, thinking and feeling persons who will engage in active and healthy lifestyles. This is accomplished by providing experiences in psychomotor (moving), cognitive (thinking), and affective (feelings) domains. Course Name: Physical Education Grade Level(s): 6-8 Pre-requisite: none Credit: n/a Description: Students will engage in activities that emphasize team sports and individual lifetime sports. To ensure a well-rounded program, activities that require the use of the body and mind in a variety of ways are included in the program. In addition to the discussions and planning that happens in team sports, activities such as gymnastics, circus skills, orienteering, climbing, and project adventure are excellent thought provoking activities, requiring discussion, responsibility, planning and creativity. Physical fitness training and associated topics are an important part of the program. Students receive fitness conditioning and gain knowledge of cardiovascular fitness, muscular strength and endurance, flexibility, and nutritional topics. The proper and safe use of the strength and aerobic training equipment in the fitness room is introduced. The PE program includes: TEAM SPORTS: Invasion-type team sports (soccer, basketball, rugby, American football, ultimate frisbee, hockey), volleyball, softball and cricket (biannually) INDIVIDUAL SPORTS: gymnastics, circus skills, badminton, tennis, table tennis, track and field (biannually). Adventure: Project Adventure, climbing and orienteering. Also possibly including mountain biking and kayaking. Students are encouraged to participate in the extracurricular Athletic Program and can choose from swimming, soccer, volleyball, basketball, track and field, tennis and softball. Course Name: Health Education Grade Level(s): 6-8 Pre-requisite: none Credit: n/a Description: Health Education in the Middle School focuses on preventions of unhealthy behaviors and the promotion of attitudes and behaviors that can lead to a healthy lifestyle. Emphasis is placed on the acceptance of personal responsibility for lifelong health; respect for and promotion of the health of others; an understanding of the process of growth and development; and informed use of healthrelated information, products and services. The course addresses various topics such as nutrition and fitness, substance abuse, changes taking place during puberty, hygiene and relationships, violence/conflict prevention and personal safety. Essential Text(s): 6th & 7th Grade - Meredith, S. (2006). Whatâ&#x20AC;&#x2122;s Happening to Me (Girl Version). London, Usborne Publishing Ltd. Frith, A. (2006). Whatâ&#x20AC;&#x2122;s Happening to Me (Boy Version). London, Usborne Publishing Ltd. 8th Grade - Clausener-Petit, M. and Daly, M. (2004) Sex Explained: Honest Answers to Your Questions About Guys and Girls - Your Changing Body, and What Really Happens During Sex. Sunscreen. Course Name: Health and Wellness Grade Levels: 9-12 Prerequisite: None Credit: 0.5 (to meet graduation requirements) Description: Healthy living for now and in the future, particularly during the challenges of adolescence, is the central theme to health education. Students will learn to be health literate and able to make responsible decisions regarding their social, mental/emotional and physical health. Course topics include: Building a Strong Foundation (decision making, goal setting, risk taking, media influences, etc.), First Aid and emergency care, Care of Body Systems, Human Sexuality, Physical Fitness and Nutrition, Medicines and Drugs, Alcohol, Tobacco, Diseases and Disorders, STDs and HIV/AIDS. Essential Text(s): A Guide to Wellness, Glencoe.

Course Name: Physical Education Grade Levels: 9-12 Prerequisite: None Credit: 1 (to meet graduation requirements) Description: High School students will be engaged in individual lifetime activities that will prepare them for a healthy lifestyle in the future. The physical education program emphasizes participating in unique sporting activities by visiting sport clubs and facilities. Journals of the lesson are required in most of the units, transferring the physical to the mental. Course topics include: Mountain Biking and Kayaking, Sailing, Fitness Center (activity and knowledge: assessing and planning personal fitness program), Snowboarding, Climbing, Horseback Riding, Racket Sports (tennis, squash, badminton, table tennis) and Golf. Researching the value of joining a sport club concludes the course. Students are encouraged to participate in the extracurricular Athletic Program and can choose from swimming, soccer, volleyball, basketball, track and field, tennis and softball. THE ARTS All students should have access to active experience in the Arts as an integral part of their education, enhancing the development of creative, expressive and technical skills within the co-operative sphere of music making, drama and art. The arts play an essential role in making school attractive to all students, and has an important part to play in introducing multicultural/multiethnic education to the overall school curriculum. It is important to recognize that all students are capable of expressing themselves through music, drama and art whatever their ability or experience. The aim of the arts curriculum is to develop a number of skills such as co-ordination, co-operation, creativity and understanding the traditions of different cultures. Course Name: Music and Technology Grade Levels: 6-8 Pre-requisite: Music 5 (Beginning Band) or equivalent Credit: n/a Description: Music in these grades is specifically designed to appeal to the students' increasing maturity. Building on the theoretical knowledge gained in previous years, the students are required to perform intelligently and make basic compositions using a variety of instruments. Their response to music is similarly expected to be more considered and reflective. In all the MS grades, this program is delivered through selected listening - drawing on popular and world music tradition -, performance activities using Latin percussion, African drums, keyboards, classroom instruments and composition using a variety of digital tools. This experience deepens their knowledge and broadens their concept of what music is. Course Name: Choir and Band Grade Levels: 6-8 Pre-requisite: For the Band: Music 5 (Beginning Band) or equivalent is preferred. Credit: n/a Description: Middle School Choir is a logical follow up to the vocal training given in elementary school. The course will be based on popular 20th century music translated to a choir performance, backed by the MS band. This band follows the Beginning Band introduced in 5th grade. Middle School Band concentrates on expanding the studentsâ&#x20AC;&#x2122; knowledge of the instrument they play. It prepares them to perform homophonic, monophonic and polyphonic band arrangements. Again the emphasis will be on popular 20th century music, varying from jazz and blues to modern rock. Course Name: Drama Grade Levels: 6-8 Prerequisite: None Credit: n/a Description: Drama class provides training in the development of creativity and meaningful artistic expression. It provides a hands-on approach to dramatic art, refining the studentsâ&#x20AC;&#x2122; sensibilities and adding to the richness and depth of their overall educational experience. Students culminate their experience in the program with various forms of performance.

Course Name: Visual Art with Digital Photography Grade Levels: 9-12 Prerequisite: None Credit: 1 Description: Part of the purpose of this art course is to provide a pre-IB program of art instruction for 9th and 10th grade students taking the class. The course is intended to build on and develop art skills learned in the Middle School while at the same time introducing students to more sophisticated and challenging art concepts. Students will learn and demonstrate the ability to observe and record, and make connections by working from direct experience, memory and imagination. They will also explore art, and design in a wider historical, social and cultural context. Finally, students will develop the ability to critique and discuss artwork, drawing placement, theme and research. Elements of digital photography are included in the course. Course Name: Music Grade Levels: 9 â&#x20AC;&#x201C; 12 Prerequisite: None Credit: 1 Description: Music at High School level entails an in-depth exploration of each studentâ&#x20AC;&#x2122;s musicality and performance capabilities on his/her chosen instrument, as well as a definitive introduction to music history, theory and appreciation. Furthermore the students will be encouraged to play together and compose and record various pieces using modern-day technology. These classes will aspire to make the student a more sensitive and intelligent performer and a more aware and informed listener. It will also pave the way for an entry into IB Music. Essential Text(s): n/a Course Name: Drama Grade Levels: 9-12 Prerequisite: None Credit: 1 Description: Drama class provides training in the development of creativity and meaningful artistic expression. It provides a hands-on approach to dramatic art, refining the studentsâ&#x20AC;&#x2122; sensibilities and adding to the richness and depth of their overall educational experience. Students culminate their experience in the program with various forms of performance. The following courses can be taken at the IB level or the general education high school level. Courses at the high school level may include modified IB material, a separate exam or different weighting for various assignments/tests. Course level will be determined at the time of registration. Course Name: IB Music SL/HL I Grade Levels: 11-12 Pre-requisite: Teacher recommendation Credit: 1 Description: This course follows the IBO music programme. There are three distinct pathways and each student needs to choose the one which is most appropriate to his/her musical background. The practical elements of IB music can be approached by a solo performance, group performance, or compositional pathway. All students will need to acquire and use an appropriate technical vocabulary to evidence their knowledge of music theory, and there are examined modules in world music and European Music. The HL level has to satisfy the entry stipulations of University music departments and Conservatoires alike, and a general competence in music theory, composition and performance, supported by a contextual understanding of music is a standard requirement in all higher education institutions. Essential Text: Kamien, R., Music: An Appreciation. McGraw-Hill. Other musical scores as required by the IBO.

Course Name: IB Visual Arts SL/HL I & II Grade Levels: 11 and 12 Prerequisite: Teacher Recommendation, or IB certificate/diploma candidate Credit: 1 Description: The IB Art program covers two years of intensive and experimental work by students in the 11th and 12th grade. It is not purely practical but involves research into art and artists, and students must be prepared to work on art projects both in school and out, visiting galleries and gaining information and inspiration at all times and from all sources. An integral part of the IB Art course is the student Research Workbook. This is a journal kept by the student, into which regular entries are put, relating to research, ideas for artwork, sketches, notes et cetera. The Research Workbook is closely linked to (and often provides the background) for students' practical Work. The practical work can take the form of paintings, prints, drawings, collages, 3D constructions et cetera, and will form the basis of the student IB Art Exhibition that is held in April of the 2nd year. The exhibition is the opportunity for the student to show what he or she has been working on for the previous two years. The IB Art examination also takes place at this exhibition. This takes the form of a private interview with a visiting Art Examiner (who will ask the student about the work on display). The studentsâ&#x20AC;&#x2122; investment workbooks should show evidence of: - Their investigation and strategies for organizing its content; - First hand responses to such content; - Exploration of ideas both visually and in writing. In order to do well at IB Art, a student must be motivated and have an inquiring mind. Technical ability is useful but is not a guarantee of success. The IB Art student should be open-minded, willing to work hard, interested in visual experimentation and has something to say. The first year provides the student with the opportunity to explore different media and techniques. The course deliberately includes opportunities both for structured learning of the values of color, tone, form, design et cetera, and for wide-ranging personal research of a more experimental nature. For the final year of the course it is anticipated that students follow their own individual artistic journey rather than respond to teacher-provided assignments. The emphasis is on personal interpretation and individual artistic statements. INFORMATION TECHNOLOGY AND LITERACY Technology has a profound effect on the way we view the world and live our lives. As important as the knowledge students must learn is the acquisition of skills to navigate in an increasingly information rich society. The process of information acquisition has taken on far more complex nuances as we involve students in experiences that require them to assess what information they know, what they need to know, where they can look for it, how much of it they need or want and how accurate the information is. Students need to be prepared to become resourceful learners, to work in a global information society, to experiment with diverse software programs and use critical and creative thinking skills. Course Name: Media and Publications Grade Level: 9/10 and 11/12 as needed for graduation requirements Prerequisite: None; Photography preferred. Credit: 1 (to meet graduation requirements) Description: Media and Publications is a new course, focused on equipping students with the understanding, skills, and processes necessary to create high-quality digital and print media. Essential skills include an understanding of and ability to capture and manipulate digital audio, still images, and video. Once students have mastered capturing quality digital products, they will edit and manipulate those products to create three major media projects: the AISR 2010-11 Yearbook, a music video clip, and a â&#x20AC;&#x153;shortâ&#x20AC;? film. Lastly, students will share their products through optical media (DVD), over the Internet, and using Multimedia presentations.

Course Name: Information Technology in a Global Society (ITGS) HL I & II Grade Level(s): 11-12 Prerequisite: Students should have basic keyboard and word processing skills. Good reading and writing skills are essential; Teacher recommendation Credit: 1 Available but not currently being offered Description: Easy access to vast amounts of information and very rapid exchanges of information has profoundly affected how individuals, and groups of individuals, work, play, develop relationships and evolve ethical behavior. The rapid advances in technology have plunged people into an information age. Accordingly, the focus of ITGS is the Information Age and the challenges that face us. ITGS is a program that aims to prepare students to understand the uses of information systems, evaluate the ethical and social consequences of technologies on society, and predict future change. The subject covers three main topic areas: • Social and Ethical Issues, where students analyze the social impact and ethical considerations of IT • IT systems in a Social Context, where students study issues relating to the use of software, hardware and related information systems • Areas of Impact that provide the topic areas for case studies. The Areas of Impact are: Business and employment; Education; Health; Arts, entertainment and leisure; Science and the environment; Politics and government. Essential Text(s): Tomorrow's Technology and You 8th ed.. George Beekman, Oregon State University Michael J. Quinn ISBN 10: 0132297205 ISBN-13: 9780132297202, Publisher: Prentice Hall Copyright: 2008. LEARNING SUPPORT Course Name: Resource - Special Needs - Study Skills Class Grade Level(s): 6-12 Prerequisite: Recommendation of teacher, or IEP and documented learning or special need. Credit: n/a Description: This class focuses on improving the study habits of the students. Time is spent assessing the current habits of the students and determining the areas for improvement. Topics covered in the class include time management, note taking skills, test taking skills, organizational skills, and written and oral communication skills. In addition to the time spent on developing study skills, individualized assistance is given to the students to help them successfully complete work assignments from their academic classes. No academic grade is given for this course. MIDDLE SCHOOL CURRICULUM Introduction The Middle School program at AISR begins in grade 6. We are very aware that for students at this stage in their education, the transition from a self-contained learning environment into a multiclassroom and multi-teacher day, although exciting, can often be daunting. All returning students will have participated in transition days at the end of grade 5 where they meet some Middle School teachers, and learn about the academic programs and schedule. They will also have had the opportunity to talk with Middle School students in informal sessions and to shadow a current Middle School student for a day. New students meet with Middle School teachers and visit the classrooms during the orientation day procedures. The Middle School (grades 6-8) curriculum consists of a core program in English, Mathematics, Science, World Languages, (Dutch, French, Spanish) and Social Studies. As students move through grades 7 and 8, they are encouraged to become increasingly independent learners. Greater responsibility is taken for the organization of work both in and out of school. This is facilitated by the use of a school agenda, which is issued to all Middle School students at the start of each academic year. The agenda is used to record homework each day. It is also a communication tool for parents and teachers alike. Power School is another tool used to communicate between home and school. Homework is posted daily through the Power School calendar and since it is web-based can be accessed anywhere.

An Integrated Approach to Learning Our student body is a diverse mixture of different cultures and nationalities and AISR strives to create an atmosphere of respect and acceptance of different perspectives. Students explore related themes throughout the academic program with their teachers as well as learning from each other in and out of the classroom. At AISR, our goal is to graduate students who have the intellectual capacity to acquire, analyze, and communicate complex knowledge and who can use methods learned in various disciplines to pose and solve problems for themselves. These skills are developed through rigorous coursework, lively class discussions and independent research and writing. Each academic area is designed for students to develop life-long personal skills such as time management, information analysis, teamwork, self-reliance, acceptance and delegation of responsibility, and risk taking. In addition to the academic program, AISR values the emotional and social needs of the child and provides opportunities in other areas of personal development. Middle School students engage in activities with a primary focus on collaboration across the age ranges and lead to a heightened knowledge of self and others. These activities include seminar, student-led assemblies, talks by outside speakers, special focus days arranged around a theme/day or residential trips. Recent themes and subjects that Middle School students have been exposed to are Respect, Tolerance, Antibullying, United Nations Day and Earth Day. These days are designed to raise awareness of global and cultural concerns and to address issues such as respect, self-control and making informed choices for a healthy lifestyle. In recent years, other “fun” activities have been organized and promoted by the Middle School Student Council. These included fund-raising efforts such as bake sales for charities and Trip Week DVD sales, as well as organizing a social agenda that included movie evenings and spirit days. High School CAS students and the PTSA often provided valuable support at these events. Pathways 6-8 Grade 6 is both a transitional year from elementary school and a foundation for the increasing depth of the Middle School Curriculum. Middle School students follow an academic program that is organized in the same way throughout grades 6-8. This structure allows students to develop confidence within a familiar framework and provides for the reinforcement and spiraling acquisition of skills and knowledge. Students become increasingly autonomous as they move towards the close of the Middle School Program. This very special moment is highlighted by a grade 8 “Stepping Up” ceremony where students’ learning is celebrated through various achievement awards and is shared with parents and teachers. All students take one-year courses in English, Science, Mathematics, World Languages (French, Dutch, Spanish), Social Studies and Physical Education. For the other curricular areas, students follow a semester schedule to experience exploratory courses under the general subjects of Art, Music, Information and Technology Literacy and Health Education, as part of a full and balanced academic program. Layout of grade 6 courses under subject areas

GRADE 6

English

World Language

English or English as an Additional Language

Dutch French

Mathematics

Science

Social Studies

Visual & Performing Arts Art

Mathematics Connections 1

Integrated Science 6

Social Studies 6

Spanish

Drama

Physical & Health Education

Information Technology

Health

Information and Communication Technologies

Music

Physical Education

Visual & Performing Arts

Physical & Health Education

Layout of grade 7 courses under subject areas

GRADE 7

English

World Language

English or English as an Additional Language

Dutch French

Mathematics

Science

Social Studies

Art Mathematics Connections 2

Integrated Science 7

Spanish

Social Studies 7

Drama Music

Health Physical Education

Information Technology Information and Communication Technologies

Layout of grade 8 courses under subject areas

GRADE 8

English

World Language

English or English as an Additional Language

Dutch French Spanish

Mathematics

Science

Foundations of Algebra Integrated Science 6 Algebra I

Social Studies

Social Studies 8

Visual & Performing Arts

Physical & Health Education

Art

Health

Drama

Physical Education

Music

Information Technology

Information and Communication Technologies

Rotterdam Port Authority Anne Frank House Sports days competing against local and regional international schools Robotics Competition

TRIP WEEK All middle school students participate in residential field trips for one week, called Trip Week. The week traditionally occurs during the 3rd week in September. Students and some of their teachers travel to various destinations. The programs are all aimed at bonding and certain topics from their grade level curriculum. Examples of class residential field trips (for Trip Week) that may be offered in the Middle School: TYPICAL AGE RANGE Grade 6

DESTINATION

CURRICULAR LINKS

ENRICHMENT

Terschelling, The Netherlands

English Social Studies Science

History & Culture Environmental Studies

Grade 7

Friesland, The Netherlands Language Exchange with Host Country

Grades 7-8

Ardennes, Belgium

Social Studies

Culture, Interactions with students from Dutch schools Environmental Studies

Grades 7-8

Space Camp, Belgium

Science

Earth & Space Science

Grades 7-8

Sailing on the IJsselmeer

Social Studies, PE

Geography, Sailing, Cooking

Trip Week is part of the school curriculum and all school rules apply. Students and staff are also considered ambassadors of the school while they are on these trips. AISR will be seen as pleasant and cooperative guests at all locations. The Student Responsibility Form will be signed before the trip, so all parties know what behavior is expected. Students will receive a program and packing list at the beginning of the school year. The school covers all costs for accommodation, transportation, and excursions. For some trips the students will be asked to take care of their own lunches and dinners. 26

Middle School trips open to students from more than one grade level: NAME

DESTINATION

CURRICULAR LINKS

Northwest European Council of International Schools (NECIS)

Destinations vary within Physical Education the region

Interaction with students from other international schools

Performing Arts Productions

Destinations vary

Interaction with students from other international schools

Music Drama

ENRICHMENT

Middle School Seminar Middle School Seminar is designed to foster the “Middle School Identity” at AISR and supports the school’s Philosophy & Objectives by doing the following: 1. Providing a safe, nurturing and emotionally supportive environment that recognizes the uniqueness and worth of each child. 2. Creating opportunities for students to value the contributions of others and to harness the power of working together. 3. Encouraging students to develop personal values that enable students to be responsible and contributing members of society. During several seminars throughout the school year, Middle School students work cooperatively to overcome various challenges, including both physical and intellectual challenges. Middle School Exploratories Students in the Middle School take one or two exploratory classes each semester. Middle School Exploratories are taught quarterly or semesterly depending on the course. Middle School Exploratory Schedule Exp. A Quarter 1

Exp. A Quarter 2

Exp. A Quarter 3

Exp. A Quarter 4

Grade 5 – Art Grade 6 – Drama Grade 7 – ICT Grade 8 – Health

Grade 5 – Drama Grade 6 – ICT Grade 7 – Health Grade 8 – Art

Grade 5 – ICT Grade 6 – Health Grade 7 – Art Grade 8 – Drama

Grade 5 – Health Grade 6 – Art Grade 7 – Drama Grade 8 – ICT

Exp. B Group 1 MS Learning LIFE SKILLS Support will Aug. 15-Jan. 18 meet during Exp. A Group 2 or Exp. B MUSIC Jan. 21-June 14

A TYPICAL MIDDLE SCHOOL DAY at AISR 8:00-8:15 8:15-9:45 9:45-9:55 9:55-11:25 11:25-12:00 12:00-1:00 1:05-2:00 2:05-3:00 3:00-5:00

Get ready for the day Social Studies, Science or PE Break Science, Exploratory A or PE Lunch English or Math Math or English World Language or EAL After School Activities (e.g., Sports, Drama)

Homework Guidelines Grades 6 – 8 assigned homework of not more than 1 to 1½ hours daily, plus additional activities in the area of special projects of particular interest to the student.

EXTRA-CURRICULAR ACTIVITIES COR Ambassadors COR Ambassadors are the official welcoming team to AISR! Our COR Ambassadors are important leaders in the school and provide support for new and prospective students and families. Some of the responsibilities include: • Acting as a “buddy” for new students o Showing the student around school on first day o Assisting with their class schedule and locker o Introducing the student to teachers and other students • Assisting with school tours o Giving tours to prospective new families. Any student wanting to be a tour guide will go through a “Tour Guide Training” with the Admission Office Secretary. • Planning school-wide COR assemblies Drama After School Program Middle School students form a group each fall to rehearse and perform a play. The Drama Production Team leads the activity. Information regarding the performance will be made available at the beginning of the academic year. Sports/Athletics Students are encouraged to join a team because of the unique opportunity to participate and the social interaction that occurs within our sports program. Sports being offered this year include: BOYS – soccer, basketball, swimming, track & field, softball GIRLS – volleyball, basketball, swimming, track & field, softball TIPS FROM STUDENTS As some of our Middle School students would say… • “Get to class on time.” • “Make sure you have a tour guide so you don’t get lost.” • “Remember to turn in your homework - even if it’s late!”

HIGH SCHOOL CURRICULUM Introduction The High School (grades 9-12) curriculum consists of a core program in English, Mathematics, Science, World Languages, (Dutch, French, Spanish) and Social Studies. During these four years there are two distinct phases to our students' education. In the pre-IB years of Grades 9 and 10, students make selections that will prepare them for the International Baccalaureate Diploma, a rigorous program that provides a framework for our curriculum and guides our approaches to learning. As they move into Grades 11 and 12, many students choose to participate in the full IB Diploma Program. This program is a university preparation course of study that is recognized as meeting university entrance requirements in over 100 countries in the world. Students not choosing to participate in the full IB Program usually take one or two IB courses along with other high school courses offered at AISR, which meet the requirements for our U.S. High School Diploma. Non-IB courses are taught at the level of a typical university preparatory course found in U.S. high schools and include a range of offerings in mathematics, laboratory/experimental sciences, literature, world languages, history, and electives such as visual arts, music, and media and publications. Nearly all AISR graduates move on to university or their next level of higher education, though some elect to have a â&#x20AC;&#x153;gap yearâ&#x20AC;? or join the military or national service of their respective home countries. An Integrated Approach to Learning Our student body is a diverse mixture of different cultures and nationalities and AISR strives to create an atmosphere of respect and acceptance of different perspectives. Students explore related themes throughout the academic program with their teachers as well as learning from each other in and out of the classroom. At AISR, our goal is to graduate students who have the intellectual capacity to acquire, analyze, and communicate complex knowledge and who can use methods learned in various disciplines to pose and solve problems for themselves. Our students develop these skills through rigorous coursework, lively class discussions and independent research and writing. Each academic area is designed for students to develop life-long personal skills such as time management, information analysis, teamwork, self-reliance, acceptance and delegation of responsibility, and risk taking. In addition to their academic program, students will be encouraged to take initiatives in other areas of personal development. These include taking greater responsibilities in school productions, organizing fund raising activities or coordinating events. At AISR we aim to create a culture in our school where students seize or create opportunities to explore talents, participate in projects and become increasingly confident in understanding themselves and others. Participation in a range of activities encourages them to become involved in a wider global context as well as develop social and leadership skills. These activities take various forms, such as fieldtrips: in the social context of peerbonding, the international context of developing an engaged global awareness, and in the curricular context of reinforcing and enhancing the academic subject matter. School-wide awareness days are planned and organized by students and Faculty to highlight current events and issues that are of concern to the AISR and larger communities. Earth Day, United Nations Day, departmental presentations and thematic assemblies all contribute to self-reflection and discussion in and out of the classroom. Grade 9 Grade 9 is both a transitional year from middle school and a foundation for the increasing depth of the high school curriculum. All grade 9 students take one-year courses in English, Science, Mathematics, World Languages (French, Dutch, Spanish), Social Studies and Health and Physical Education. For their electives, students choose from courses such as English as an Additional Language, Art, Media and Publications and Photography as part of a full and balanced academic program. Elective offerings vary each year according to student interest. Great care is taken to guide grade 9 students toward courses that begin an optimal path toward advancement in areas of strength. In addition to subject-specific learning, Grade 9 students are introduced to the next level of sophistication in writing, reasoning, computational and research skills that are appropriate for the high school curriculum, and they assume greater responsibility for managing their own academic progress. Information sessions to explain options and courses are held for students in the spring term of grade 8 during the school day, and at an evening meeting for parents.

Table 2: Layout of grade 9 courses under subject areas English

World Language

Mathematics

Science

Algebra I

Biology

Geometry

Chemistry

Dutch

GRADE 9 English

French Spanish

Social Studies

Visual & Performing Arts

Physical & Health Education

US History

Art

Health & Wellness

Modern World History

Drama Music

Information Technology

Media & Publications

Physical Education

Grade 10 Grade 10 further anchors the high school curriculum, but it also serves as a turning point for students’ academic trajectory, particularly in Mathematics. Once again, English, Social Studies and Science courses are fixed, concluding a two-year survey of essentials in those areas. Choice of Mathematics courses typically follows the path established by the Grade 9 starting point, but placement is guided by students’ performance in the earlier courses. Nearly all students continue to the next level in their chosen world language (as both fulfillment of a graduation requirement and as a matter of effective learning). Grade 10 incorporates additional curricular components that are essential for any high school student, but it is an appropriate time for students to begin to examine their academic interests and strengths in anticipation of the IB courses that await them in the next two years. In making a selection for a grade 10 program, it is essential that students reflect upon their combinations of subjects. The School Counselor offers assistance through interest testing, and further advice and guidance is available through the subject teachers, the IB Coordinator and Secondary School Principal. Course selection is crucial to future university choices and, in the UK, for example, some courses require IB subjects to be taken at a specified level. Other countries’ national university systems may have specific admissions requirements that students should take into consideration when creating their IB programs. All courses incorporate the research and study skills required for success in the Diploma program. Table 3: Layout of grade 10 courses under subject areas English

World Language

Mathematics

Science

Social Studies

Visual & Performing Arts

Physical & Health Education

US History

Art

Health & Wellness

Modern World History

Drama

Information Technology

Geometry Dutch

GRADE 10

Algebra 2 English

Biology

French Algebra 2/Trig

Chemistry

Spanish

Music

Media & Publications

Physical Education

Pre-Calculus

Grades 11 and 12: Introduction to the IB All students at the American International School of Rotterdam take courses that lead to the International Baccalaureate, a challenging two-year program of international education for students aged 16 to 19. It is designed for highly motivated high school students who wish to challenge themselves to a greater degree and become highly involved with the community. The IBO has earned a reputation for rigorous assessment, giving successful IB students access to the world’s leading universities. AISR students may take either the full Diploma Program, or they may attempt to earn IB Certificates in a few of their strongest subjects. At AISR, virtually all of our 11th and 12th grade students take at least one IB class and a majority attempt the full Diploma. If you are considering the IB Program either as a Diploma or Certificate candidate, please seek advice from teachers, the School Counselor and the IB Coordinator. Carefully and realistically assess your educational needs, abilities, interest and your level of commitment.

The IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. At AISR we aim to accommodate every student in such a way so as to meet the IB learner profile. Students are encouraged to: • ask challenging questions; • learn how to learn; • develop a strong sense of their own identity and culture; • develop the ability to communicate with and understand people from other countries and cultures. The curriculum contains six subject groups together with a core made up of three separate parts. This is illustrated by a hexagon with the three parts of the core at its centre. The IB Curriculum Model

Students study six subjects selected from the subject groups. Normally three subjects are studied at Higher level and the remaining three subjects are studied at Standard level. In addition, students engage in the three core requirements as outlined below: Extended Essay - The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. Theory of Knowledge - The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines and encouraging an appreciation of other cultural perspectives. Creativity, Action, Service- Participation in the school’s CAS program encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena. All three parts of the core - Extended Essay, Theory of Knowledge and Creativity, Action, Service - are compulsory and central to the philosophy of the Diploma Program.

IB Courses at AISR The following courses are currently offered for students who wish to take either individual Certificates or the full IB Diploma. These selections may vary in the future depending on student interest and enrollment. ENGLISH (HL or SL)*

(LANGUAGE A)

DUTCH B, FRENCH B or SPANISH B (SL or HL)*

(LANGUAGE B)

HISTORY (HL or SL)

(INDIVIDUALS AND SOCIETIES)

BIOLOGY (HL or SL) or PHYSICS (SL or HL) CHEMISTRY (HL or SL)

(EXPERIMENTAL SCIENCES)

MATHEMATICS (SL or HL) or MATH STUDIES (SL)

(MATHEMATICS)

VISUAL ARTS (HL or SL) MUSIC (SL OR HL)

(ARTS AND ELECTIVES)

ITGS (HL) E-Learning Policy Purpose: Online learning is playing an increasingly important role in the education world. We believe that our students will be better prepared for their futures if they have participated in such a course before leaving AISR. Benefits on Online Learning • Online courses not only allow our students to engage with other students from many other countries (as do all our classes), but with students currently living in many other countries. • Online courses let AISR dramatically increase the range of elective courses student can choose from based on personal interest. • Online courses let AISR substantially increase the range of courses available to students when it is not economically viable for AISR to hire teachers for limited number (1-3) students. Conditions • Online courses are open to all secondary students. • Selecting an online course is to be done with the School Counselor as the schedule is being set up for the following school year. The Curriculum Director will be consulted for final approval to ensure alignment with graduation and curriculum requirements. • The School Counselor will liaise with the Online Site Coordinator to register students. • Online classes are limited to classes that AISR cannot provide. • The number of online courses should not exceed two per year, unless otherwise recommended by the School Counselor. • Online courses are included in tuition, unless the number of online courses exceeds the recommended two per year. • VHS is our provider for non-IB classes and Pamoja is our provider for IB classes. Online courses taken from other sources will not be considered part of AISR enrollment. Credit for such courses can be transferred to AISR to fulfill graduation requirements. However, grades will come from the external provider in the form of a transcript (or other reporting method) and will be attached to the AISR record for that student. How it works at AISR • Online courses will be scheduled in a classroom and will be supervised by the Online Site Coordinator. • The calendar for online courses differs from the AISR calendar. Students and parents should be aware that a course may begin or end a few weeks before or after courses at AISR. Therefore, the grading and reporting period also differs. Adopted: March, 2012

Experiential Learning DAY EXCURSIONS & FIELD TRIPS Field trips and day excursions provide experiential activities for students that enable them to better appreciate what they have learnt through the curriculum. The hands-on discovery and application of knowledge not only help them to understand the world in which we live, but also are important elements in building character and forging relationships. These activities create links between the classroom and the external world and provide opportunities to generate questions that underlie our daily perspectives. Examples of day excursions for High School students: • Trips to local theatre productions, cinema, and museums • Coursework day trips: e.g. Rotterdam Library • Sports days competing against local and regional international schools TRIP WEEK All middle school students participate in residential field trips for one week, called Trip Week. The week traditionally occurs during the 3rd week in September. Students and some of their teachers travel to various destinations. The programs are all aimed at bonding and certain topics from their grade level curriculum. Examples of class residential field trips that may be offered in the High School: TYPICAL AGE RANGE Grades 9-10

DESTINATION

CURRICULAR LINKS

ENRICHMENT

Barcelona, Spain

Visual Art, Physical Education Art & Culture

Grades 9-10

Normandy, France Visual Art, Social Studies

Art & Culture

Grades 9-10

Berlin, Germany

Social Studies

Art & Culture

Grade 11

London, England

English, Performing Arts

Culture & History

Grade 12

**student choice** Krakow, Poland

Social Studies

Culture, Humanitarian

High School trips open to students from more than one grade level: NAME

DESTINATION

CURRICULAR LINKS

ENRICHMENT

Global Issues Network (GIN)

Destinations vary

Social Studies English: Oral Communication

Model United Nations (MUN)

Hertford, UK and/or The Hague, NL

Social Studies English: Oral Communication CAS Physical Education

Interaction with students from other international schools Debating Networking Interaction with students from other international schools Debating

Northwest Destinations vary European within the region Council of International Schools (NECIS) Performing Arts Destinations vary Productions

Music Drama

Interaction with students from other international schools

DIPLOMA PROGRAMS AISRâ&#x20AC;&#x2122;s high school program is designed to prepare students for college and university admission. The general high school program culminates with a diploma recognized by the New England Association of Schools and Colleges and the European Council of International Schools. AISR also offers the International Baccalaureate Diploma Program. The IB Diploma Program is a two-year program providing a course of studies with a well-balanced, international, liberal arts education. It embraces the belief that preparation for university or college should include pursuit of excellence in six major areas of study: literature, languages, the sciences, mathematics, social studies, the fine arts, as well as extracurricular activities and community service. The International Baccalaureate Diploma Program has been designed to meet the needs of a growing number of international students to give them access to universities in virtually every country of the world. The IB Diploma Program is regarded as equivalent to national school leaving certification in countries outside North America. GRADUATION REQUIREMENTS A minimum of 24 credits is required to graduate from AISR with an American High School Diploma. Students can choose to take coursework in 11th and 12th grade to earn the International Baccalaureate as well. Courses must be distributed as follows: US High School Diploma Requirements

SUBJECT

CREDITS

English

Social Studies

Foreign Language

Science

Mathematics

Technology

Physical Education

Health

0.5

Electives

5.5

CAS

100 hours

Additional requirements are necessary to complete the International Baccalaureate. Transfer students who have received credits from other schools will have those credits evaluated in relation to the standards and requirements of AISR. This evaluation may include testing and interviews with the counselor.

A TYPICAL HIGH SCHOOL DAY Time 8:00-8:15

Monday & Tuesday & Thursday Time Wednesday Get ready for the dayGet ready for the day 8:00–8:15

Friday

8:15-9:45

Block 1

Block 5

8:15-9:00

Get ready for the day Block 1

9:45-9:55

Break

9:05-9:50

Block 5

9:55-11:25

Block 2

Block 6

9:55-10:40

Block 2

11:25-12:00

Lunch

10:45-11:30

Block 6

12:00-1:00

Block 3

Block 7

11:30 – 12:10

Lunch

1:00-1:30

Break

12:10-1:20

Study Hall

1:30-3:00

Block 4

Block 8

1:25-2:10

Block4

3:00-5:00

After School Activities (e.g., Sports, Drama)

2:15-3:00

Block 8

Homework Guidelines Grades 9 – 12 Assigned homework of not more than 2 to 2½ hours per night should be typical. However, if IB classes are being taken, the time spent at home may average from three up to five hours per night. The homework guideline from IB is 2 hours per week for SL subjects and 4 hours per week for HL subjects. This adds up to 18 hours per week excluding time spent on TOK, extended essay and portfolio projects. CREATIVITY, ACTION, SERVICE The Creativity, Action, Service (CAS) program is a graduation requirement at AISR. Students must complete a total of 100 hours in the program during their 11th and 12th grade years, while IB Diploma candidates must complete a total of 150 hours during their 11th and 12th grade years. EXTRA-CURRICULAR ACTIVITIES COR Ambassadors COR Ambassadors are the official welcoming team to AISR! Our COR Ambassadors are important leaders in the school and provide support for new and prospective students and families. Some of the responsibilities include: • Acting as a “buddy” for new students o Showing the student around school on first day o Assisting with their class schedule and locker o Introducing the student to teachers and other students • Assisting with school tours o Giving tours to prospective new families. Any student wanting to be a tour guide will go through a “Tour Guide Training” with the Admission Office Secretary. • Planning school-wide COR assemblies Drama High School students form a group each fall to rehearse and perform a play. English teachers usually lead the activity. Information regarding the performance will be made available at the beginning of the academic year.

Model United Nations (MUN) MUN is an academic simulation of the United Nations that aims to educate participants about civics, effective communication, globalization and multilateral diplomacy. Students research a country, take on roles as diplomats, investigate international issues, debate, deliberate, consult, and then develop solutions to world problems. Students have participated in the Haileybury School Model United Nations Conference in the United Kingdom for many years and on other occasions have participated in The Hague International Model United Nations (THIMUN) Conference, both of which occur in the spring of each year. Global Issues Network Club (GINC) The AISR Global Issues Network (GINC) Club began in the fall of 2004. We were involved in the foundation and evolution of the Global Issues Network – Europe. The creation of this network was greatly influenced by the book High Noon: 20 Global Problems; 20 Years to Solve Them by J.F. Rischard, former World Bank vice-president for Europe. Our mission is to help students realize they can make a difference by empowering them to work with their peers internationally to develop solutions for global issues. Sports/Athletics Students are encouraged to join a team because of the unique opportunity to participate and the social interaction that occurs within our sports program. Sports being offered this year include: MEN – soccer, basketball, swimming, track & field, softball WOMEN – volleyball, basketball, swimming, track & field, softball AISR believes that participation on a school sport team is a valuable educational experience. Students having difficulties with school work and their grades may remain on teams providing the school authorities agree that this option is justified. A plan will be designed to help the student improve school work, while remaining on the team. Students participating in sports should read and adhere to all of the responsibilities and expectations in the Athletic Manual that is provided by the Athletic Department. Student Council The High School Student Council meets regularly and takes on the organization of social events such as school dances, sports tournaments, the prom and spirit days. It is organized so that there is representation from all grades; through the process of electing the council and its presence in school life, the democratic model is applied and sustained. TIPS FROM STUDENTS As some of our high school students would say… • “Doing school sports is a good way to get CAS hours as well as getting to know people in the entire high school!” • “The most efficient way to do homework is doing it on the day that you get it. This way you still have time to ask questions if you don't get it.” • “Smile, it’s the best way to get things done.”

ASSESSMENT PRACTICES Grading System The scale below indicates the letter grade and its corresponding percentage and grade point value. Courses carrying the IB descriptor will be weighted differently. IB higher-level courses receive an additional 0.5 points, and standard level courses receive an additional 0.25. The weighted GPA will be used for in-house or statistical purposes, such as Honor Roll. GRADE

PERCENTAGE

POINTS

A+

97-100

4.3

93-96

4.0

A-

90-92

3.7

B+

87-89

3.3

83-86

3.0

B-

80-82

2.7

C+

77-79

2.3

73-76

2.0

C-

70-72

1.7

D+

67-69

1.3

63-66

1.0

D-

60-62

0.7

0-59

0.0

Incomplete

P/F

Pass/ Fail

E-Learning Grades VHS is our provider for non-IB classes and Pamoja is our provider for IB classes. Online courses taken from other sources will not be considered part of AISR enrollment. Credit for such courses can be transferred to AISR to fulfill graduation requirements. However, grades will come from the external provider in the form of a transcript (or other reporting method) and will be attached to the AISR record for that student. Students taking Pamoja classes will receive a grade report on an IB 1-7 grading scale that will be attached to the AISR report card. A grade conversion will scale will be applied to the AISR report card to be in alignment with AISR grading. Please see the IB Handbook for more detailed information. Grade Point Average (GPA) A grade point average is calculated semesterly and a cumulative GPA is calculated annually. Grades earned at other schools are not included in the calculation of the AISR GPA. Final grades are calculated by averaging the scores of Semester 1 and Semester 2. The final grade is reported on the transcript. Academic Probation If a student's Grade Point Average (GPA) falls below a 1.70 and/ or he/she fails more than one course at the end of a semester, the student will be placed on Academic Probation. Academic Probation will last for at least one semester. Once a student is placed on Academic Probation, a conference will be held with the student, the parents, the Guidance Counselor and the Secondary Principal to develop an improvement plan or contract. Progress toward fulfilling the contract must be made by the student. Progress will be monitored on a bi-weekly basis. While on Academic Probation, a student is not allowed to participate in extra-curricular activities. At the end of the semester, the studentâ&#x20AC;&#x2122;s progress will be reviewed and a determination regarding his/ her status in the school will be made. In a worst case scenario, a student could be asked to withdraw from AISR.

Final Semester Exams Students in grades 9-12 are expected to take semester examinations at the time they are scheduled. Students in grade 8 are expected to take final semester exams at the end of the 2nd semester. In order to be eligible to make-up a semester exam, a student must present to the school administration written documentation of an acceptable absence for the missed exam. The Secondary Principal will make the final decision on any requests for make-ups. Semester exams are scheduled at the end of the first and second semesters. The exams will count for 20% of the semester grade for students in grades 9-12. For students in grade 8, the final exam is considered a normal test grade, as there are no semester grades in middle school. Middle School Honor Roll Honor Roll distinction is awarded quarterly for the following achievement: • At the quarter all grades are in the range of B- to A+ • All effort grades are ones or twos • There are no “Incomplete” grades High School Honor Roll The Honor Roll is published at the end of each quarter. Honor Roll distinction will be awarded for the following achievement, based on quarter grades. (The student must have no “Incomplete” or any grade lower than a “C”) Highest Honors

3.70 (+) GPA

High Honors

3.30-3.69 GPA

Honors

3.00-3.29 GPA

Class Rank AISR does not provide class rank. Our experience suggests that such a number misleads rather than clarifies. This is because the small classes and the transient nature of our student population make minor differences in averages produce wide differences in rank. Students are grouped by quintiles for university purposes. Standardized Testing Students (K-12) participate in Measures of Academic Progress (MAP) testing three times throughout the year. MAP tests are used to determine each child’s instructional level and to measure academic growth throughout the school year, and from year to year in the areas of mathematics, reading, and language usage. Each fall, students (grades 3-10) will participate in the International Schools’ Assessment (ISA). This test will be interpreted with international norms and results of these tests will be sent to parents. These achievement tests will in no way influence a student’s grade in any subject. High school students will be given the PSAT test in the fall of their 10th and 11th grade years. This test gives the students an indication of how well they will do on the SAT Reasoning test they will take as 11th and 12th graders. It can also be used as a qualifier for the National Merit Scholarships for US citizens. SAT Reasoning and SAT Subject Tests are given 3 times a year for students applying to university. Reporting to Students and Parents It is the school‘s responsibility to keep parents informed of their children‘s progress. For this reason mid-term progress reports in each subject are sent home each grading period. Parents are encouraged to contact the specific teacher or the guidance counselor in an effort to work together to improve a student‘s performance. The option of bi-weekly progress reports is also available if parents or teachers decide that closer monitoring is required. Report cards are issued at the end of each academic quarter. The specific dates are published on the school calendar. Report cards may be withheld pending payment of financial obligations, including tuition fees, lost or damaged books/ equipment, and library fees.

Dropped Classes In the event that a student drops a class, the following grading policy will apply: â&#x20AC;˘ If a student drops a class within the first 10 days of classes, no grade will be recorded on the report card or transcript. â&#x20AC;˘ If a student drops a class it must be replaced by another course. Students must carry a full load at all times. Parent-Teacher Conferences Parents are always welcome at AISR. If parents have any concerns, they are encouraged to contact the school at their convenience. If parents wish to arrange a conference with teachers or administrators, they should call in advance so that a mutually convenient time can be arranged. Dates for regularly scheduled parent-teacher conferences are printed on the school calendar (at the ends of the first and third report periods). Any changes will be publicized to parents. Parents are asked to respect the class schedule and NOT interrupt while classes are in session. STUDENT SUPPORT SERVICES SCHOOL COUNSELING PROGRAM PK-12 Mission The School Counseling Program at AISR is based on the belief that each student has a unique combination of needs, interests, and abilities that impact their growth. Working to help each student reach his or her full potential, the school counselor strives to foster a holistic learning environment by addressing the emotional needs of students in addition to the academic ones. In partnership with other educators, parents, and the community, the AISR School Counseling program works to empower students and prepare them with the knowledge and skills to contribute to their community. Individual Counseling The counselor is available to work with students at all grade levels. Individual counseling is available as a short-term intervention. The counselor meets with students to discuss personal and social issues as well as academic concerns. When academic issues need to be addressed at the Secondary level, the counselor will work with the student, teachers, and parents to jointly develop a plan to best support student success. Academic planning at the secondary level is addressed frequently throughout the year. A personalized college counseling program is implemented in 11th grade with individual meetings, career planning, parent meetings and grade level presentations. Classroom Guidance Classroom guidance provides an excellent opportunity to model positive communication with students and an open exchange of feelings and opinions. At the elementary level, the counselor teaches regularly scheduled classroom guidance lessons on character development. Presently, the counselor is entering the elementary classrooms once a month to teach lessons based on the AISR Community of Respect Golden Rules. At the secondary level, the counselor presents classroom guidance lessons on topics related to career development, character and values, academic skills, and self-care. These lessons are often planned in consultation with teachers and are a response to the needs of specific groups in the school. Group Counseling The school counselor runs small groups at all levels of the school. Some are focused on a common topic, such as social skills training or family changes, while others involve students in a certain age group and are focused on creating an environment of safety and support. Most groups meet for 30 to 45 minutes one time per week for approximately 8 weeks. Testing The school counselor is responsible for coordinating the standardized testing at AISR. The ISA (International Schools Assessment) is the academic proficiency exam that is given to students in grades 3-10. The PSAT (or Preliminary SAT) exam is administered to students in grades 10-11. Students in grades 11 and 12 are encouraged to take the SAT exams at AISR when they begin making plans for admissions to university. Students (K-12) participate in Measures of Academic Progress (MAP) testing three times throughout the year. Students are tested in English/Language Arts and Mathematics. The counselor can provide information on testing for students and parents as well as helping interpret the test scores.

University Advising Traditionally, the students of AISR apply to a diverse group of universities around the world. The school counselor works closely with all 11th and 12th grade students and their parents through individual meetings and larger presentations as they plan for post-secondary opportunities. The counselor provides extensive individual support for students during the application process. COR Student Ambassadors These students are the official welcoming team to AISR! Our COR Ambassadors are important leaders in the school and provide support for new and prospective students and families. Some of the responsibilities of our COR Ambassadors include: • acting as “buddies” for new students • assisting with school tours • planning school-wide COR assemblies

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Philosophy The program provides instruction with an EAL teacher that helps children to develop English proficiency according to their needs and abilities. EAL support is aimed at helping students to participate in the school’s academic and social programs. We aim to make English learning an enjoyable experience. It builds on the student’s cultural and language experiences. The program encourages Mother Tongue maintenance for the students. The EAL Program The EAL program helps non-native English speakers acquire the English language and academic skills necessary for success in the Secondary School. Students are encouraged to maintain and develop their Mother Tongues while they develop English proficiency. All language skills are taught through meaningful academic content. English Language Learners are closely monitored by the EAL coordinator and subject area teachers to ensure their success in the Secondary School. New beginning students will attend both EAL classes and receive push in support in some core classes. Support Programs for EAL Students EAL Immersion (for new students) Designed for students with limited English in grades 6 through 8.This course is a beginning English course that focuses on listening, speaking, reading and writing in a small group setting. Students attend EAL Immersion class in place of the grade level English literature course. Students are taught beginning language skills to help them effectively communicate and acquire necessary academic language in their classes. The curriculum includes grammar, vocabulary building, reading strategies, and writing skills. Students in the immersion program attend regular content classes with modifications to help them cope with the content while they develop English skills. Students in the Immersion program are graded on a pass/fail basis in most classes until their English reaches proficiency level 3 (developing) on the WIDA scale. Once they are a level 3 they progress to receiving a modified letter grade. Middle School EAL Middle School EAL is a multi-level English support class for students in grades 6-8 whose first language is not English. Students enrolled in this course take Middle School EAL instead of a foreign language. The goal of the course is to help students reach academic grade level standards in their core classes. Students will work on developing academic language through word study, reading and writing workshops, listening activities and public speaking. Students, with assistance, set individual goals based on English proficiency and academic needs. Students in Middle School EAL may receive modifications in classes while they acquire English.

EAL Pull-Out Support These secondary courses are designed with two goals: to provide students with linguistic instruction and to provide content support. In this small group environment students develop their linguistic English skills - speaking, listening, reading, writing and grammar. These may be skills such as how to use graphic organizers or how to write a persuasive essay. In addition, students receive support with their content classes and subjects (science, mathematics, social studies, etc.). The language used in these classes is more difficult and complex than social English. The EAL teacher works with the content teachers to provide the support needed for the students to be successful in all classes. Sometimes this consists of pre-teaching vocabulary from a social studies or science class, reading the same novel as a literature class, working on a skill such as public speaking, writing a lab report or studying for a test together. The EAL teacher tries to work closely with content teachers and provide the EAL students with as much support as possible. EAL Push-In Support All subject area teachers are trained to work with English language learners (ELL). However, the academic language of subject areas is often difficult for ELLs .In some content classes the EAL teacher works together with the subject area teacher. In this capacity the EAL teacher will co-teach specific lessons designed to offer specific support for the ELLs. The EAL teacher can also step in to offer specific instruction for reading, writing and organization skills applicable to the subject area. Monitoring Students’ English proficiency levels are monitored and evaluated with the WIDA proficiency scale. Student’s proficiency level is reported to parents on each report card. Students remain in the support program until conferencing with all teachers involved indicates that the student has both the language skills and academic reading and writing proficiency to be successful in all content classes. LEARNING SUPPORT The Learning Support Program at AISR is designed to provide assistance to students who have mild to moderate learning needs. The purpose of the program is to help them cope successfully with the curriculum demands at their grade level. Students at the High School levels are scheduled to be seen once a week for a 60 minute block. Students at the Middle School levels are scheduled to be seen every second day for a block of approximately 90 minutes. Our Elementary students are serviced both inside and outside their general education classrooms depending on their learning needs. Every quarter, the needs of the students are reviewed. The students' independence is the ultimate goal. The support is set up so students move along a continuum of dependence towards a path of greater independence. Regular and frequent communication and consultation occurs between the “regular” classroom teacher and the learning specialist. Sometimes assisting students with their assignments/projects will occur, sometimes studying with them for upcoming tests/quizzes will occur, and sometimes remediation of basic skills will occur. Compensation for particular learning needs as well as modification of curricula for particular students’ needs can and does occur. Another central focus of the program is for the students to develop sound work habits and a healthy understanding of their particular strengths and weaknesses. Regular self- assessments, particularly at reporting time occur, together with the expectation of accountability for behavior, effort and results obtained. LIBRARY/MEDIA CENTER The Library/ Media Center (LMC) is designed to promote and support independent reading, learning and student collaboration at all educational levels. The LMC houses a collection of over 11,000 volumes. The collection is divided into approximately one-third fiction volumes and two-thirds non-fiction volumes. The school subscribes to approximately 9 periodicals. The LMC is open to students from 8:00am to 3:30pm. To use the LMC, students must: • Respect the rights of others to work in a quiet environment. • Care for and return all library/ media materials in a timely fashion. If, in the opinion of the library staff, students are not engaged in productive educational work they may be asked to leave the LMC.

NURSE’S OFFICE A qualified nurse is available every school day from 8 a.m. to 3 p.m. As soon as a student starts school, it is very important that the school nurse is notified of all health problems such as asthma, epilepsy or allergies. Parents must also notify if their child is taking medication so that it can be properly administered and monitored. Such information should be mentioned on the health form upon your arrival to school. All health information is held in strict confidence and will only be shared on a need-to know basis. If a student becomes ill during the day, he/she should get permission from the teacher to go to the Nurse’s office. The School Nurse will determine whether the student should return to class or go home. If the student needs to go home, the nurse will contact the parents or guardian for him/her to be picked up. TRANSPORTATION AISR provides transportation for families requiring it at an additional fee. It is the responsibility of the students to notify the bus coordinator of any bus cancellations. This must be done in the morning prior to the student’s first class. Students should not wait until lunchtime to do this as bus schedules are posted before lunch. It is also the responsibility of the student to check the bus list on the bulletin board near the exit door to determine what bus they are on that particular day. The buses are not obligated to wait for students who are just hanging around after school. Students should be prompt so the drivers can stay on their schedule. Late buses are available for students who remain after school for extra-curricular activities. No buses home are provided after sports matches and daily route changes are not allowed. The necessity of providing safe transportation requires students to exhibit self-control and proper behavior while riding a school bus. Certain behaviors are expected, such as remaining seated and belted, not eating food, and showing respect to fellow students and the bus driver. The final authority of student behavior rests with the bus driver. In cases where students do not exhibit expected behavior, the following actions will be taken: • The student will be warned, and the student‘s parents will be notified. • Further occurrences of unacceptable behavior will result in suspension of the student‘s bus riding privilege. • Continued unacceptable behavior may result in a total loss of transportation privileges. In extreme cases, a student‘s bus privilege may be suspended without prior warning. LOCKERS / BACKPACKS Each student will be issued a specific locker at the beginning of the school year. The school administration will respect a student‘s right to privacy. However, all students should understand that school authorities have the right and responsibility to inspect lockers in order to ensure the safety and welfare of all students. Students are expected to use their lockers throughout the school day rather than carry all of their belongings around in their backpack. Backpacks should not be left in the hallways as they create a safety hazard. Backpacks found in the hallways will be confiscated. As a precaution against loss of materials from lockers, students are urged to keep lockers locked at all times and not to give combinations to other students. The school will not assume responsibility for articles that are lost or stolen from student lockers. Lockers are also provided in the gym area so students may store their valuables during their Physical Education classes. MAKE-UP WORK When a student returns to school from an excused absence it is his/her responsibility to approach his/ her teachers to obtain work that was assigned during the absence. The student and teachers will also agree on a reasonable date for the work to be completed. If a student does not comply with this responsibility, his/her grade will be penalized or she/he will not receive credit for missed work. Students whose absences are not excused will not be permitted to receive credit for missed work. In the case of a pre-arranged absence, it is the responsibility of the student to receive an absence/ school work form from the office at least 2 days prior to the absence and have teachers provide assignments for the days that he/she will be out. The teacher and student will arrange a date as to when the missed work will be due. This also applies to absences due to school events such as NECIS sports events, MUN conference etc.

TEXTBOOKS All required textbooks are supplied to students on a loan basis from the school. Students will be required to pay for any lost or damaged textbooks. School records will not be released until all financial obligations to the school are met. CAFETERIA/TJEERD’S PLACE The Cafeteria is open for students to purchase snacks before and after school, and during breaks. In addition, it will serve a daily menu to secondary school students from 11:25am to 12:00pm. The following rules should be followed with respect to the cafeteria and food in general on campus: • All food and drink, whether it comes from the cafeteria or from home, should be consumed in the cafeteria. High school students may also eat in the student lounge. • Orderly, courteous behavior is expected in and around the cafeteria area. If a student accidentally drops food or spills something, she/he should clean it up or report it to a cafeteria worker. Students may not push, run, or cut in line. • Tables, chairs, and floors must be kept clean. Trash and garbage must be disposed of in the containers provided. Trays and eating utensils must be returned to the wash station. These practices apply at all times. • A schedule for grades 6-12 student table cleanup duties will be posted in the cafeteria. SCHOOL POLICIES Academic Freedom Academic freedom is recognized and encouraged by the school. Programs presented must be objective, accurate, appropriate to the class being taught, and views must be balanced. Faculty members should recognize that the internal affairs of the host country are outside the scope of the school and that proper restraint should be exercised. Teachers will be responsible for proper guidance in selecting topics for discussion and study in the classroom and in this regard shall be familiar with and observe the following relative to instructional topics: • No textbook, chart or other instructional material shall contain any matter prejudicial to any person because of race, creed, or national origin (except as a point of study into that "offensive" statement or idea). • No publication of a sectarian, partisan or denominational character shall be distributed or discussed with the intention of espousing or encouraging a particular ideology or belief. • No teacher shall advocate or teach political or religious points of view with the intent of indoctrinating or influencing students. The teacher shall also refrain from using his/her classroom privileges and prestige to promote a partisan, cultural or religious point of view. • No teacher shall invite any lecturer or guest speaker to his/her classroom without previous approval of the Secondary Principal. Course Changes During the registration process every effort is made to plan and select a program that best suits each student‘s needs. Occasionally, however, it becomes evident to a teacher, the School Counselor, or a student that, for a variety of reasons, a course change is necessary. The procedure for changing a class is as follows: • Discuss the reasons and feasibility of proposed change with the teacher. • The School Counselor, teacher and student will then discuss whether the change will be in the student’s best interest. • The School Counselor will approve the change and notify the teachers involved. • The student must continue attending the initial class until the change is approved. • Changes are made during the first two weeks of school and, occasionally, at the start of the 2nd semester.

Incomplete Grades A student who has not completed course requirements due to illness, late transfer, or other authorized absence will receive a grade of Incomplete. Students who receive an Incomplete will normally have two weeks to finish requirements for the course. The Incomplete will automatically become an “F” if the work is not completed within two weeks after the close of the marking period. Any exceptions to this rule must have the approval of the Secondary Principal. Incomplete grades will not be given at the end of the second semester. I

Incomplete

Withdrawn with Passing Grade

Withdrawn with Failing Grade

Medical Excuse (PE only)

Cheating/Plagiarism Cheating is defined as breaking test procedures or copying on tests, quizzes, essays, homework, etc. Plagiarism is also covered under this definition. Aiding someone else in cheating is also cheating. The consequences for students caught cheating will be: • The student will receive a zero on that particular assignment or test. • The teacher will inform the Secondary Principal for a review of the incident. • Parents will be notified. • A suspension or other appropriate consequences may be given to the student(s) involved. • Repeat offenses may lead to expulsion. • Consequences for high school students will be more severe than for middle school students. Here follows a definition of plagiarism according to www.dictionary.reference.com pla·gia·rism [pley-juh-riz-uhm, -jee-uh-riz-] –noun 1. the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work. 2. something used and represented in this manner. Teachers will explain fully their testing procedures to their students and what they consider to be appropriate cooperative class work versus copying. AISR teachers use a program called Turnitin to check originality of a student’s work and ensure that no plagiarism has taken place. Examples of work that may be checked are IB extended essay and internal assessments.

Community of Respect The school provides a Community of Respect (COR), an atmosphere in which the rights of individuals are respected. AISR promotes self-expression and freedom of thought and will. At the same time, the school has rules in place in order to protect the rights of all students as a group. The style and tone of the school in such matters as language, sportsmanship, courtesy, dress and personal habits, regard for school rules and principles, should reflect self-respect, respect for others, and respect for learning. When a student neglects his responsibilities, he may be denying rights and privileges to himself and to others. It is the policy of the school to assure that each student: • Be secure and safe in his/her person and property. • Be treated with respect, courtesy, and consideration by every student, teacher, administrator, and adult in the school. • Know the rules of student behavior. • Benefit and be recognized for one’s own efforts. • Has the right to appeal decisions of teachers and administrators in a proper, specific, and orderly way. • Have the space, texts, and equipment needed for work and work preparation. Each student has the privilege to: • Undertake and participate actively in, with proper assistance and guidance, those classes, courses, programs, and activities that have the most potential for the student. • Participate increasingly in the middle and higher grades in developing and improving the rules and standards of pupil behavior in the school. This Handbook is not intended to cover each possible student misbehavior and the consequent school response. Each student will bear the responsibility for his or her own conduct. Prohibited at AISR – Things We Don’t Wish to See Here Ever! (see Community of Respect) Please note…this list is not exhaustive • Bullying (of any kind!) • Harassment/Sexual Harassment • Unacceptable Items (the list includes, but is not limited to, knives, matches, lighters, toy guns – or anything which the Secondary Principal and his staff believe is inappropriate or unsafe in a school environment) • Discriminatory remarks in reference to a person’s race, ethnicity, religion, physical ability, or learning ability • Cheating/Plagiarism • Fighting • Graffiti • Abusive Language • Swearing • Skateboards (on campus) • Bicycles (on campus) • Rollerblades (on campus) • Skates (on campus) • Substance Abuse (Drugs, Alcohol, Tobacco) • Theft • Vandalism • Insubordination Substance and Drug Abuse AISR is to be a drug, alcohol, and tobacco free campus for all students. The school administration views substance abuse and dependency as treatable health problems, and that treatment is primarily the responsibility of the home and community. The school does, however, assist with this responsibility through preventive educational efforts and support for those experiencing difficulties. The school‘s administration, together with the teachers will provide support whenever possible.

Drug use--possession of drugs or drug paraphernalia: • 1st offense: Suspension of up to two weeks: parent conference. • 2nd offense: Expulsion from school. Sale or distribution of drugs • 1st offense: Expulsion from school. • Local authorities may also be contacted. Alcohol use or possession: • 1st offense: Suspension of up to one week: parent conference. • Subsequent offenses: Additional suspensions, parent conference, possible expulsion from school. Tobacco use or possession: • 1st offense: One day of suspension; parent conference. • 2nd offense: Two days suspension; possible expulsion. • Subsequent offenses: Additional suspensions; possible expulsion. Fighting and Abusive Language Settling differences through physical altercation is unacceptable social behavior that endangers others. Any act of physical aggression including, but not limited to: pushing, tripping, hitting, punching or kicking will not be tolerated under any circumstances anywhere on school property or at schoolrelated functions. Any student fighting on or near the school grounds will be subject to the following: • First offense - up to three days Out of School Suspension (OSS) and a parent conference. • Second offense - five days OSS and parent conference. • Third offense - up to twenty days OSS and a parent conference. Depending upon the severity of the incident, and at the discretion of the Secondary Principal, further consequences may be issued. When, in the judgment of the administration, one student has clearly provoked the other into an altercation, or where one student has clearly abused another physically without retaliation (but of a less serious nature than a malicious attack), that student may expect to be penalized according to the above regulations, while the ‘victim’ will not be penalized at all. Also included in this category is any conduct or method of intimidation, which willfully or recklessly endangers the physical or mental health of any member of our school community. These practices are strictly forbidden on or near campus. Swearing and / or abusive language will not be tolerated. Students who swear or use abusive language are subject to after-school detention and suspension. Theft/Stealing AISR strongly believes in respecting the property and possessions of students, school personnel and the school. The school has a right to search a student, his possessions, and locker if there is a reasonable suspicion that he has committed theft. The administration urges students not to bring valuables, such as expensive watches or electronic equipment, or large amounts of money to school because these items are the most common targets of theft. Stealing will result in suspension for up to three days. Repeated offenses or major incidents of theft may lead to expulsion. Full restitution and a parent conference are required before the student may return to regular classes. Searches of Students and their Property The school has the obligation to take reasonable steps to protect students from possible harm or to determine involvement of students in inappropriate activities. When any teacher or administrator has reasonable suspicion that a particular student is concealing an object or substance which is prohibited under school policy (drugs, alcohol, tobacco, weapons, stolen property, etc.) the teacher or administrator may ask the student to empty pockets, backpacks, lockers, etc. Failure to cooperate with such a search will constitute insubordination and will be reported immediately to the Secondary Principal for further action. Vandalism and Graffiti AISR believes that respect for personal property should naturally extend to the school facility, equipment and materials. Vandalism and graffiti are considered very serious offenses. Any student found guilty of vandalism, graffiti or misuse of school equipment or facilities will be subject to work detail, repairing the damage, paying for a replacement, and possible suspension. Serious or repeated offenses may result in expulsion. Insubordination, Verbal or Physical Abuse of Faculty or Others Insubordination--refusal to follow the reasonable directive of a staff member--may result in detention or in-school suspension, with parents being notified. Verbal or physical abuse of faculty members or other school personnel will not be tolerated. This applies to behavior during school or at any school46

sponsored event. Any student who physically or verbally abuses school personnel will be subject to the following: • Verbal Abuse: Up to three days suspension and conference with parent/guardian. • Physical Abuse: Immediate suspension from school, immediate notification of parent/guardian, referral to the Director and Board of Directors for immediate action, possible expulsion. Disciplinary Probation If in the judgment of the Secondary Principal, a student‘s behavior is not responding to ordinary disciplinary procedures, the student may be placed on disciplinary probation. Disciplinary probation will be a contractual agreement of the behaviors to be changed, signed by the Secondary Principal, Guidance Counselor, parents and student. If the behavior(s) have not changed within the specified period of the contract, a recommendation for expulsion may be made. Suspension/Expulsion The rules and regulations of the school governing student conduct shall be distributed to the students. Students must know what conduct is appropriate and what is unacceptable at AISR. Suspendable offenses include: possession, sale or use of alcohol, tobacco, or drugs; fighting; cheating; disrespect; skipping school; threats of violence; disruption of the academic process; stealing; vandalism; and any other infraction that poses danger to persons or property at AISR. Any of these suspendable offenses may be deemed as grounds for suspension and/or expulsion. Prior to any suspension the Secondary Principal or their designate shall: • • • • • • •

Advise the student in question and his or her parents of the particular misconduct and the basis for accusation; Provide the student an opportunity to explain the event or situation; Determine what type of suspension is appropriate; and, Remove from the school a student whose continued presence in the school poses a danger to people or property or an ongoing threat of disruption to the academic process. Give a notice in writing of the suspension and the reasons thereof to the parents or guardians of the student suspended. Provide the student/parents with a copy of the Board’s policy and administrative procedures of suspensions and expulsion. Advise the student that the Secondary Principal, at his/her discretion, may suspend a student for an indefinite period of time. The Board will be informed of these decisions.

The two forms of suspension are as follows: In the case of In-School Suspension (ISS) students will be required to complete class work while assigned to ISS. In-School suspension regulations are: • • • •

Academic credit will be granted for all work completed in ISS. The student will be allowed two lavatory passes during the day. Students eat lunch in the In-School Suspension room. In-School Suspension will run from the beginning of school until the close of school.

Students are not allowed to attend or participate in any school function from the time the student is notified of suspension until the day following the completion of his/her suspension obligation.

In the case of Out of School Suspension (OSS), the student is not allowed to attend or participate in any school function(s) from the time he/she is notified of the suspension until the day following the completion of his/her suspension obligation. Furthermore, during the above mentioned time period, a student who has been issued OSS is not allowed to be on school grounds. Prior to expulsion the Secondary Principal or other designate shall: • • • • •

Advise the student in question and his or her parents of the particular situation and the basis for accusation, either behavioral or academic. If behavioral, remove the student from the school immediately if the student’s presence poses a danger. Provide the student and parents an opportunity to explain the incident; Present a final ruling, in writing, which will be presented to the parents of the student. Advise the Director, who will advise the Board of the final ruling.

Expulsions are final and will not be reviewed by the Administration. However, Board policy allows for a written appeal to be made to the Board within ten days of the expulsion. ATTENDANCE Absence Excused absences include: personal illness or illness in family, family emergency, death in family or close friend, parental approved business activities (e.g. obtaining a visa, doctor appointment, etc.), school sponsored trips, or activities approved by the Secondary Principal in advance. It is the student‘s responsibility to contact teachers to obtain make-up work after he/she is absent. Absences for any other reason will be unexcused, make-up work will not be allowed and the absence will be treated as a class cut (see “Class Cuts” further down). It is the responsibility of the parents to call or email the school between 8:00am and 9:00 a.m. if a student is going to be absent on that day. ONLY PARENTS may verify a student‘s absence. If a parent does not call or is unable to get through by telephone, then a signed excuse must be sent with the student on the day of return to school. The student must bring the excuse to the office before school on the day of return. It is important that parents contemplating a vacation arrange the time when it coincides with the vacation period of our school calendar. However, if this is not possible, the following procedure must be followed: • Parents and students will present to the Secondary Principal a written request to be excused for a holiday. The Secondary Principal will then give the student/parent a prearranged absence form. • No student will be allowed more than five (5) school days per year for the purpose of family holiday. • The prearranged absence form will be returned to the Secondary Principal two school days before the scheduled vacation is to affect school attendance. On this, a plan will be developed which will identify how and when (due date) the missed schoolwork will be made up. A teacher’s signature on the form does not denote approval of the absence from class; however, lack of endorsement by the teacher does not mean the request will not be granted. • No make-up work will be allowed if the student does not complete the absence form. • The Secondary Principal will make the final decision on any excused vacation absence. The School Counselor and Secondary Principal will do a quarterly review of absences and tardies for each student at the time of the quarterly report card. A letter of warning will be sent when a student approaches the maximum limit of allowances. If a student misses more than 15% of the class days for a course on a semester basis, the student may lose academic credit for that course for the semester. The student‘s pattern of attendance and reasons for absence will be important considerations in this review. Reasonable explanations for the absences may include extended illness, family emergency, or attendance at school-approved activities. An Academic Review Committee composed of the Secondary Principal, the Guidance Counselor, and at least three teachers will review all cases. Students who are participating in an after-school or extra-curricular activity must be in school on the day of the event for at least three blocks. This also applies to any evening activity sponsored by the school. Students who do not comply with this expectation will not participate in that evening’s event.

Absences and tardies to school will be documented on the student’s report card. The health and safety of all students is important. Therefore, the school asks that you follow the guidelines listed below when determining if your child should not come to school: • • •

The child has had a fever during the previous 24 hours. The child is still in a contagious stage of an illness. The child is taking antibiotics for an illness and has taken them less than 24 hours.

If you are in doubt, please call your family doctor or the school medical officer for clarification. If a student is absent for three (3) or more consecutive days, a doctor’s note must be presented. Tardiness Tardiness should be avoided at all times. Students who are late for school or classes not only interfere with their own educational process but also with that of other students. If a student is late for school, he/she must report directly to the office. A late pass will be issued by the Office permitting the student to enter class. The student must bring a note from his/her parents explaining the reason for the tardiness that day or by the following day. Unless the student has a pass from a teacher, administrator or from the school office, the tardy is unexcused. Excessive tardiness will result in detentions or possible suspension. Tardies will be cumulative on a semester basis and will be reported on the student report card and transcript. Tardies will also affect a student’s attendance record. Every four tardies will be recorded as an absence for that class. Dismissal During the School Day When possible, AISR requests that doctor and dentist appointments be made after school hours. If a student is to be excused for these or any other reasons, he/she is to bring a note to the office before the first period of the day. The note must state the specific reason for the dismissal, the time of dismissal, the identity of the individual who will pick up the student, and a parent or guardian’s signature. Leaving School Grounds For the safety of all our students, AISR operates under a closed campus policy. High school students, with written parental permission, may leave the campus for appointments once the student has followed the proper procedure for signing out of the building. Leaving the building without permission will result in the following: • First offense: Two days detention • Second offense: One day In School Suspension (ISS) • Third offense: Two days ISS Off-Campus Privilege Students in grade 12 have the privilege to leave the AISR campus during lunch upon meeting the following conditions: • Parent permission is granted through a signed permission form. • The student must have an average quarter effort grade of 2 or higher. A student’s, grade 11, fourth quarter effort grade average would be used for the start of the grade 12 year. After that, the effort grade for each quarter during the year will be used to grant eligibility. • The student must have no failing grades during the year. Parents may decide to revoke permission for their child to leave campus at any time. Students would be required to sign out and sign in when they leave campus during this time period. Failure to sign out or in results in a loss of the privilege for the remainder of the school year. Students may only leave school to travel to public places. Neither a single student nor a group of students may leave campus during lunch to travel to a private home. Failure to abide by this rule will result in the loss of the privilege for the remainder of the school year. Contraband is not accepted and students may not buy goods outside of school for the purpose of selling these items to other students. Violation of this rule would result in a loss of the privilege for the remainder of the school year.

When a student arrives late to class, without a pass, the teacher will notify the Secondary Principal. The Secondary Principal will conduct communication with the parents about the issue. The current rules pertaining to tardiness will be applied; the student will receive a warning if they are late or compromising the privilege given in this policy by not acting in accordance to school rules. After two warnings the student will have the privilege of leaving the campus revoked for the rest of the year. Complaints by community members or by store merchants in the community will result in a suspension of privileges for all students until the matter is fully investigated and resolved. It is the responsibility of students to be on time, act cordially and appropriately outside of school, and be safe. Class Cuts If a student is present at school, but absent from class without legitimate authorization, he/she is considered to have cut class. In addition to receiving no credit for the missed class, the following will apply: • First cut: the teacher will inform the Secondary Principal. The parents will be notified. Student will receive one detention. • Second cut the teacher will inform the Secondary Principal. The parents will be notified. Student will receive one In-School Suspension. • Third cut: the teacher will inform the Secondary Principal. The parents will be notified. Student will receive two In-School Suspensions. • Further cuts will result in Out of School Suspension and disciplinary probation (1 semester). Cutting Detention If a student cuts a teacher detention, an office detention will be assigned. Cutting administrative detention will result in doubling the detention time. Further violations will result in an In-School Suspension. Withdrawal During the School Year Students withdrawing from AISR must complete the following procedures: • Obtain a withdrawal form from the office at least one week prior to the intended withdrawal date. • Have his/her parents fill out their part of the form, which includes the reason for the withdrawal and the specific date of withdrawal. • The student’s teachers and the librarian must sign the form denoting that all books and materials have been returned. The student will be billed for any unreturned books or materials. • The school office will issue a transcript of a student’s performance at the time of withdrawal, provided the office received notification at least one (1) week prior to withdrawal. PUBLIC DISPLAYS OF AFFECTION These are not appropriate in school. Keep them out! SCHOOL-SPONSORED EVENTS Remember that all AISR rules and expectations apply on school-sponsored events as well as in school itself. Such events include (but are not limited to) athletics meetings and fixtures and field trips.

STUDENT DRESS Your daily dress should reflect that you come to school to learn. Your dress should be neat, clean and tidy. In the last resort, the Secondary Principal will decide what is and is not appropriate dress for school. In general, the following guidelines may be helpful, but are not exhaustive. • No prejudicial or racial slogans or any form of offensive or profane displays are to be worn at school. • Clothing that promotes the use of alcohol, drugs, or tobacco is not allowed. • Do not wear items of clothing that reveal underwear. • Spaghetti strap tops, strapless tops, halter neck tops, racer- back tops or low-cut tops are not allowed. Boys are not allowed to wear sleeveless shirts or sleeveless t-shirts. • Clothing that reveals the midriff is not to be worn. • Beach attire (short skirts, shorts, swim tops, flip flops, etc.) is not allowed. Skirts and shorts must be no shorter than mid- thigh. • Students may not wear hats, hoods, or baseball caps in classrooms or school assemblies. • Instances of clothing judged to be too revealing or suggestive by school personnel will be addressed to the individual student by the Secondary Principal. • Instances of accessories (e.g. jewelry, piercings,) that are judged to be dangerous or otherwise inappropriate by school personnel will be addressed by the Secondary Principal. Students who wear clothing that does not meet this dress code will be asked to change, or will be sent home. COMMUNICATION OF CONCERNS AND QUESTIONS Student, Parent, Teacher, Administration Communications Policy Introduction: We live in an age of explosive information growth which can be a blessing and a curse. Too little communication creates anxiety, while too much communication results in overload, distraction, and overlooked data. Shared community understandings about communication are vital to building positive relationships and reducing misunderstanding and misconceptions. Parents are an integral part of the student’s educational experience and valuable resources for the school. Communication to parents should be as consistent, concise and as easy to find as possible. One method of communication used is PowerSchool. This tool is to help parents recognize general patterns in student learning. Solutions are best found in an atmosphere that is open and where a range of opinions can be safely expressed. This applies to teachers, students, parents and administrators. 1: We— students, teachers, parents, administration—all have the same goal: the student’s successful school experience. Meetings and communications are dialogues to listen and learn. 2: If a concern arises, the student should first approach the teacher. If the concern remains, the student, teacher, and parent should discuss a resolution. The next step is to discuss the issue with the student, teacher, parent, and administrative team member. 3: Communication expectations should be reasonable. Unnecessary or excessive communication takes time away from teachers or administrators’ meeting their primary responsibilities to students. It is very difficult for a teacher to provide daily communication with a parent without some other aspect of his or her work being neglected. As a general guideline parents should ask themselves before sending an email or calling a teacher if the information needed is critical enough to take the teacher away from planning lessons, grading papers, meeting with students, etc. As a first step, a parent should ask his/her son or daughter for details or an explanation. Often, the answer to a question is on PowerSchool. 4: Some variance in communication approach between teachers is normal and appropriate. While there are some aspects of access to the curriculum that should be uniform for students (e.g., essential concepts or experiences), there is more than one path a teacher may take. One teacher having a web page or another sending home a weekly newsletter does not mean that these are the only communication avenues or that they should be mirrored by all teachers. The key question is whether the student-parent-teacher partnership is being served appropriately. Teachers are professionals who may choose between different approaches just as any other professional would.

5: Direct communication is always preferable for sensitive issues. Face to face is better than telephone, and telephone is better than email. Please make an appointment with your child’s teacher to discuss your concerns in person. 6: Email communication is appropriate for scheduling meetings and handling routine matters. Email has very little “context” and so is a poor vehicle for serious discussion. Email will be responded to within 72 hours. If a lengthy reply is required and is not possible at first, a courtesy “message received” reply is appropriate, but parents, teachers, and administrators should not expect each other to respond immediately. 7: Together, we will seek to find the best venue for a particular communication or issue. It is important that parents select the right opportunity for concerns. Individual student issues are best dealt with in private conferences. We appreciate the opportunity to meet with parents in many different environments. However, at events such as sporting tournaments/games, socials, etc., please ask first if this is a good time for the teacher. It may be more appropriate to arrange a meeting at a separate time. 8: If conflicts do arise between parents and the school, the school will always make a decision in line with the best educational research and practice. 9: Rumors are best confirmed at the source. Rumors picked up in the hallways, playground, parking lot, local grocery store have great potential for harm to the school community, as they are often inaccurate. Questioning a rumor often helps stop its transmission. If you hear something that poses a concern, don’t pass it on. Go to the appropriate staff member and clarify the facts. If appropriate, contact the rumor source to correct the misperception. PowerSchool PowerSchool is a web-based student information system that we use to enrich student learning experiences and foster meaningful communication with enhance the efficiency of our operations to foster communication, supporting more than 9.5 million students in 50 states and PowerSchool provides parents with the opportunity to engage in their students learning by providing the tools to: Track Students Grades, Assignments, Performance, and Attendance: Parents can view real-time grades and attendance, as well as assignment submissions and teacher comments. In addition to grades, we will be working towards utilizing PowerSchool to communicate student performance on formative assessments, such as the Measures of Academic Progress Testing. Elementary school reporting also provides standards based grading. Track Student Performance Over Time and Plan for the Future: Grade and attendance history is available for the full year, allowing students and parents to monitor patterns and improvement in performance. Class registration is also available through PowerSchool, as well as graduation requirement tracking. CAS hours can also be tracked using PowerSchool Centralize and Update Family Information: Parents can see each of their children from their PowerSchool home page and can edit personal information, contacts, and medical details for students with just a few easy clicks. Stay Informed about Events and Announcements: The Shark and other announcements can be linked directly to parent log-ins, so each time parents login, they can access the newest events and information. The school calendar is also available from the home page. If logging on is not convenient, parents have the option to customize their email notifications. Options available include the frequency of communication, from daily to once a week, to any chosen email addresses. Manage Payments and Billing to the School: The billing system allows families to view fees, paid and due, and by student or by family. The reporting system can be extended to include payments for tuition, library fees, sports team memberships, and field trips.

AISR PowerSchool Norms 1. 2. 3. 4.

Homework will be posted on-line (via PowerSchool, website, turnitin, etc.). Teachers will post major assessments/projects/tests at least one week in advance. Teachers will ensure meaningful grades are updated within 2 weeks. Teachers will ensure there is an overall, general comment for each student mid-way through each quarter (like progress reports). A date should be added to each comment. There will be a due date for the comments. 5. Teachers will add assignment-specific comments for any grades below C-. VISITORS Students wishing to bring a guest to school must obtain permission from the Secondary Principal at least two days in advance. The guest will receive a visitor pass in the office. Only by going through these channels will a guest be permitted on school grounds. The school does not condone the bringing of a guest to school and, therefore, will not grant permission unless circumstances deem it appropriate. A half-day visit is the norm in most cases. ELECTRONIC EQUIPMENT Mobile phones may be used on the playground, in the cafeteria or student lounge only during breaks and lunch. Students may use the office phones for emergencies. Students who abuse this privilege will have their electronic device confiscated. Typically the confiscation will be for one day the first time and for increasing days with each subsequent violation of the rules.

COR Rules for Tech The American International School of Rotterdam (AISR) will provide access to and integrate a thoughtful use of informational technology throughout the curriculum and will provide guidance and instruction in the appropriate use of such materials in a community setting. All members of the AISR Community of Respect are responsible for following our COR expectations in all areas, especially those in the ever-expanding world of technology. Appropriate access and use of technology resources are the shared responsibility of the school, the student and the family.

Respect Respect AISR as a learning community. Use technology in a way that helps learning. Respect laws regarding copyright. Always cite what you haven’t created yourself. Respect your own privacy and the privacy of others. Keep passwords and personal data (yours and others) to yourself.

Caring Show caring and thoughtfulness towards members of our Community of Respect when using social media and technology. Care for our environment by printing only what you need.

Responsibility Solve technology issues responsibly. If you can’t solve it, report it to someone who can. Use AISR’s shared resources responsibly so that others can enjoy working technology.

Cooperate Use technology to cooperate and build positive relationships with other members of our AISR Community of Respect.

Tolerance Show tolerance for the beliefs, thoughts and feelings of others. Never use terms, messages, language, or images that are offensive to others.

Honest Be honest with yourself about treating others as you want to be treated. If it would hurt your feelings, it will hurt someone else’s feelings.

Appreciation Appreciate the time, ideas, and effort of others by citing your use of other people’s work and giving the original author credit. Appreciate that technology is tool for learning at AISR. Its use should always support learning.

Believe Believe in your ability to judge wisely when to use technology for good and when your actions could be hurtful. Listen to your conscience. Believe in yourself, not in what others say about you.

What to do when Tech COR Rules are violated? Please see the Secondary Principal or School Counselor. They will keep your name confidential. If you want your name to remain anonymous, write out your concern and drop it into the school counselor’s box.

Violation of all COR rules may result in disciplinary action up to and including suspension/expulsion.

This guide has been designed to give an overview of the curriculum and student expectations and guidelines at the American International School of Rotterdam for grades 6-12. For further information, you are encouraged to consult or refer to: Subject teachers for details of individual courses: Drama: Glen Badyna g.badyna@aisr.nl Dutch: Marga Akerboom m.akerboom@aisr.nl; Ruud Temminck r.temminck@aisr.nl English: Brad Masoni b.masoni@aisr.nl; Glen Badyna g.badyna@aisr.nl English as an Additional Language: Sara Moroney s.moroney@aisr.nl; French: Marga Akerboom m.akerboom@aisr.nl; Sylvie Lubow s.lubow@aisr.nl History/Geography: Lynda Boot l.boot@aisr.nl Math: Jeff Holcomb j.holcomb@aisr.nl; Irene Houlder i.houlder@aisr.nl; Steve Markham s.markham@aisr.nl ; Amber McCartney a.mccartney@aisr.nl ; Lena Sah Media and Publications: Paul Fitzpatrick p.fitzpatrick@aisr.nl Middle School Social Studies: JosuĂŠ Gutierrez j.gutierrez.nl; Glen Badyna g.badyna@aisr.nl Music: Paul Fitzpatrick p.fitzpatrick@aisr.nl Physical Education and Health: Rob Zeilstra r.zeilstra@aisr.nl; Stuart Brown s.brown@aisr.nl; Steve Markham s.markham@aisr.nl Science: Nina Markham n.markham@aisr.nl; Sanna Heinonen s.heinonen@aisr.nl Spanish: JosuĂŠ Gutierrez j.gutierrez@aisr.nl; Amber McCartney a.mccartney@aisr.nl Visual Art: Nikki Van Leijden n.vanleijden@aisr.nl School Counselor for advice regarding options and selection of courses: Sharice Welch s.welch@aisr.nl IB Coordinator for explanation of the IB program: Marga Akerboom m.akerboom@aisr.nl Curriculum Coordinator for general curriculum questions. Alison Lipp a.lipp@aisr.nl Learning Resource Teacher for questions about learning support and individual education plans (IEPs). Katie Modic k.modic@aisr.nl Online Site Coordinator for Virtual High School (VHS) and Pamoja courses: Phil Krumrei p.krumrei@aisr.nl

VERIFICATION DOCUMENT The Secondary School Handbook establishes the guidelines and administrative rules and presents the Board Policies that guide the school, the staff, and the students. We request that all parents read this handbook with their child so that there is a joint understanding of its contents. After you have reviewed this handbook with your child, please sign below and return this form to the school office.



I have read the Secondary School Handbook with my child.

FIELD TRIPS and SCHOOL SPONSORED EVENTS Parental permission is given for participation in field trips and school sponsored events by signing this form. Notification about trips will be send home prior to each excursion or event. 

I grant permission for my student to participate in AISR-sponsored field trips and special events.

USE of STUDENT IMAGE VERIFICATION We request permission for the American International School of Rotterdam to use photographs and videos of the below named student on the American International School of Rotterdam website (www.aisr.nl) and in print materials (such as the Shark and school brochures) promoting programs at AISR. Student first names and grade levels may be used, however students’ last names and other personal information will not be published. I grant permission for the American International School of Rotterdam to use photographs and videos on the American International School Website. 

Student Name: _________________________________________________ Parent Signature: ______________________

Date: ______________